Abstract:

This paper describes the “Showroom of Virtual and Augmented Reality” project developed by the Center for Innovation in Education at Universidad Panamericana during the spring of 2019. The purpose of this project is to engage professors in the use of new technologies in the classroom.

The recent development of instructional models based on simulation has helped education to introduce new tools and develop new teaching methodologies to enhance learning. A study about integrating augmented reality in the classroom suggests that the methodology can foster novelty towards learning and can improve interaction with learning through the establishment of spatial concepts (Mark, Graham and Barbara, 2004). Similarly, research has shown that Augmented and Virtual Reality (VAR) can improve motivation and concentration of students in order to obtain better learning effects ( Yeh, 2004, Chen, Wu, & Zhung, 2006; Yen, Tsai & Wu, 2013). Even though ed-tech experts predict an acceleration of activity including virtual reality in classes, they caution the need of sound pedagogical foundations (McMurtrie, 2019).

College professors are experts on course content, but generally they are not familiar with the educational trends or the learning methodologies. The Center for Innovation in Education aware of this necessity, develop a strategy to introduce professors to the use of VAR in the classroom in order to develop new learning experiences.The project was implemented in May 2019, 17 professors participated from eight different schools and colleges. The experience started with a short presentation about Virtual and Augmented Reality and its advantages and disadvantages on the industry and in education. Then, we presented four experiences were professors use different VR viewers from low cost Google Cardboards, to more expensive Oculus Rifts. In each station, we provide personalized attention regarding the use of the technology in the different disciplines.

Finally, we present the shared experiences of professors who participated in the Showroom, which include the initial excitement to use VR and AR and the uncertainty and lack of confidence of using technology in the classroom.

After this Showroom, four professors decided to start using VAR in the classroom during the fall semester of 2019. In addition, the College of Engineering asked for a second Showroom experience to present to professors.

References:
[1] Chen C.H., Wu F.G., & Zhung S. K. (2006). Design and augmented Reality teaching system with concept mapping technique, proceedings of the 53rd annual conference of JSSD, pp. 250-251.
[2] McMurtrie, B. (2019). Virtual Reality comes to the classroom. Retrieved from: https://www.chronicle.com/interactives/20190528-ImmersiveTech
[3] Yeh, Y. C. (2004). Nurturing reflective teaching during critical-thinking instruction in a computer simulation program. Computers & Education, 42(2), 181-194.
[4] Yen, J. C., Tsai, C. H., & Wu, M. (2013). Augmented Reality in the higher education: Student’s science concept learning and academic achievement in astronomy. Procedia - social and behavioral sciences 103, 165-173.

Keywords:

Augmented Reality, Virtual Reality, Innovative learning strategies, teacher development.