Abstract:

This abstract outlines the frameworks and processes for designing online and virtual laboratories, and next-generation classrooms using agile, disruptive, innovative, and immersive technologies including Augmented and Virtual Reality (AR/VR), and how student engagement, interaction, pedagogies, and knowledge retention can be enhanced. In particular, these requirements will be outlined in the context of Engineering Education in Higher Educational Institutions, where a large cross-section of the current cohort of engineering students are considered digitally native, interacting with touch and smart devices as a norm, and expecting instantaneous, always-on, always-connected interactive experiences, consumable at a time and at a pace of their choosing.

Using immersive technologies such as AR and VR in an academic environment is not a new concept, however, the recent global COVID-19 pandemic, and the digital innovations spawned through necessity and innovation, have demonstrated the potential for these technologies to disrupt society, industry, and in particular academia. As these immersive technologies evolve, students will pivot from being passive participants to active recipients who are able to freely interact with knowledge and their learning environment in a digital setting. Instead of traditional pedagogical methods, for instance, images and lectures, learners will be more engaged with richer immersive digital content such as 2D, 3D, and 360-degree images and video; audio; text; and 3D models and fully interactable environments. Using head-mounted displays (HMD) or smart touch-enabled devices such as mobile phones and tablets, students can interact with virtual surroundings through a hands-free user interface (UI). Education will transform from traditional settings to a more active student-centric experience. By allowing students to freely explore and interact with immersive technologies and environments, more activity is encouraged, and learners are perceived to be more motivated to learn.

When describing next-generation classrooms, however, one must be cognisant of several indirect factors that may have a significant impact on outcomes including current hardware and software requirements, cost, access, and limitations; network and connectivity speeds for large sections of the population; and security and online safety.

Currently in developing is an undergraduate engineering programme that will transform the way undergraduate engineering education is delivered through a transformative programme of self-directed and self-scheduled learning that allows for remote learning and working using a combination of several immersive technologies. These principles, combined with a novel and forward-thinking implementation of AR and VR in the Engineering Education curriculum; and a framework of continuous assessment, will drive innovation and foster creativity throughout this programme and across multiple disciplines.

Keywords:

Next-generation classroom, augmented reality, virtual reality, online laboratories, virtual laboratories, immersive technology.