Abstract:

This paper represents an analysis of the potential of the augmented reality (AR) and virtual reality (VR) technologies in the classroom. The instructional capacity of the AR and VR technologies has been evaluated according to the underlying aspects of engagement, immersion, and customization (such as learning from media sources). These three aspects supplement the learning process of students in technical subjects. Our study is based on a primary research methodology of surveys administered over the span of six years. The target audience for our survey methodology is students and faculty members at the University of Library Studies and Information Technologies in Sofia, Bulgaria and members of specialized groups and pages on LinkedIn and Facebook focused on pedagogy in higher education. In addition, semi-structured interviews have been conducted with faculty members of the University of Library Studies and Information Technologies that instruct in technical subject areas including Data Structures and Algorithms, Programming with MATLAB, and Database Management Systems.

The Munir and Philips’ model has been utilized as the framework for our analysis. This model includes the established social practices, which form in the adoption of the two technologies in the classroom. It also includes the new social institutions, which have emerged to support the process of learning with AR and VR-based applications. Based on the obtained input, we intend to contribute to modernizing and improving the teaching practices and the learning outcomes.

Keywords:

Virtual reality, augmented reality, teaching, technological adoption, higher education.