Abstract:

Learning today worldwide is still fairly traditional with most of activities happened in classroom, laboratory, etc. In addition to textbooks, blackboards, and screens, models are playing an important role in teaching and learning. Unfortunately, most of the models are static due to their physical limitations though disassembling is possible with some of them. STEM can be tough for many learners due to the abstract concepts, complex structures, and dynamic processes involved in some of the subjects causing the decrease or even loss of interests for many learners in their STEM learning. The lack of tools to visualize and/or interact with learning objects with the STEM subjects, is often accused to such learning difficulty.

Technology-enhanced learning (TeL) utilizes educational technologies and tools to increase the learning effectiveness, efficiency, and enjoyment (Schweighofer et al. 2019). There is a strong research base providing support for the argument that technology enables the involvement of students in learning tasks, for example by the use of simulations, virtual reality (VR), augmented reality (AR), laboratory based data analytics, as well as modelling tools. These tools allow for the creation of learning environments in which realistic and authentic forms of inquiry are possible and within reach of students in lower secondary education. Intensive works on three-dimensional (3D) graphics modelling, visualization, and VR for molecular interaction were reported in the literature. Efforts are also made on simulation and serious games for Science, Technology, Engineering, and Mathematics (STEM) education. Tools with VR have been reported being used in teaching and learning by the review papers in (Radianti et al. 2020; Hamilton et al. 2020). As another variety of VR, AR is able to overlay and render digital information or simulated virtual objects on top of the physical scenes (Akçayir & Akçayir 2017; Zhu et al. 2020

In this paper, we will share our research works with a focus on the fidelity modelling and simulation, immersive visualization, real-time interaction, and natural user-interface. The research work extends the original VR technology only to include virtual & augmented reality (VAR) which span the Virtual-Reality Continuum (VRC).

VAR technology for enzyme, human digestion, circulation, and biomolecule learning have been developed in our research. Efforts are made in design on the affordability, convenience, interactivity and scientific accuracy of the learning apps. The research shows that the model-based and VAR-enabled teaching and learning technology significantly improve students’ understanding of the concepts or processes, traditionally difficult to them. The research work emphasizes on the use of existing teaching environment, built on top of the available textbooks, without introducing high-end VR/AR equipment, and altering classroom setting. The research outcomes show feasibility to develop low cost solution assisting students in tackling difficult or challenging learning topics. In this paper, we will detail the VAR applications developed in the research work for virtual & augmented reality technology enhanced learning (VARTEL). The experiments have been conducted with seven schools in Singapore and overseas schools. More details of the research work will be presented in this paper.

Keywords:

Virtual Augmented Reality (VAR), Technology-enhanced learning, STEM Education.