Augmented Reality for Participatory Learning

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Facilitating the understanding of complex concepts

The research emphasizes how this emerging technology might help improve experiential learning, preparing students for real-world challenges. “These technologies not only allow content to be visualized more attractively, but additionally facilitate the understanding of complex concepts through interactive three-dimensional models,” the researchers indicate within the article. 

The results also reflect a positive assessment of augmented reality as a technology to stimulate student participation, consistent with the scientific literature that identifies AR as a method of promoting lively considering in educational processes. “The emphasis on emotional and inventive content reinforces the importance of modern pedagogical strategies that include these technologies. The simulated focus group also highlights the importance of creating immersive and meaningful educational materials,” the researchers explained. 

More training and resources

The evaluation by the virtual focus group also reflects the structural challenges and requirements for effectively implementing augmented reality in educational settings. One of the important obstacles is the digital divide and lack of resources, which may limit access to those technologies. “Not all institutions have access to the technological infrastructure needed, similar to compatible devices and stable web connections. It also requires a substantial initial investment, in each hardware and software, which is unattainable for many faculties with limited resources. Another obstacle to implementing this technology within the classroom is the limited availability of open access tools,” the researchers commented. 

The effectiveness of augmented reality also relies on “the standard of educational content and teacher training in these latest technologies, which requires continuous investment in skilled development and content creation“. In this regard, the UOC researchers highlight the necessity to develop skills similar to the design of interactive and collaborative content. “As well as technical training in AR tools, pedagogical and reflective skills are needed to integrate this technology into the classroom and create optimal tools that reply to the content and learning objectives for every educational level,” they added. 

Simulated virtual groups

The research was based on a spotlight group with experts, a quantitative evaluation methodology that consists of a structured meeting of a gaggle of individuals to debate and comment on a particular topic. The modern feature of this latest study is that this focus group was simulated using ChatGPT, a big language model (LLM) artificial intelligence system, designed to know, generate and translate text into human language with a high degree of sophistication. “The implementation of LLMs in simulated focus groups represents a big development in educational research, offering latest perspectives and understanding of using emerging technologies in teacher training,” the authors said.

The researchers defined the important thing questions and themes that guide the simulation and likewise three profiles of virtual participants, representing three kinds of expert in the main focus group: an educationalist, who focused on aligning augmented reality activities with learning objectives, assessing clarity, accessibility and cognitive development; a technology expert, who evaluated facets starting from technical integration to ease of use and the standard of augmented reality interactions; and lastly, a literature specialist, who ensured historical and thematic accuracy, in addition to analytical depth in tasks related to Ecuadorian literature. “This interdisciplinary design allowed a holistic evaluation, incorporating pedagogical, technical and cultural perspectives. Moreover, these expert profiles ensured a comprehensive assessment of the impact of AR in specific educational contexts,” the researchers explained.

To prevent hallucinations and out-of-context information (considered one of the risks of the sort of model), the researchers took measures similar to triangulating information with existing scientific literature and using qualitative data evaluation tools similar to NVivo to confirm the coherence and relevance of the responses generated by ChatGPT. They also created a particular GPT, trained for this task, which was previously configured with the info, parameters, limitations and data needed on this area. “The objective is to limit the scope of the model and avoid mixing out-of-context information“, Gizéh Rangel-de Lázaro explained. 

According to the researchers, this simulated approach makes it possible to evaluate perceptions and experiences related to AR in education in a “controlled and detailed way, while maintaining the tutorial rigour of the study“. It also has logistical benefits and lets you obtain preliminary data before it’s implemented in real situations. “Simulated discussion groups make it possible to discover initial patterns, perform tests and formulate hypotheses that could be validated with real people. This minimizes, even though it doesn’t completely eliminate, errors in implementing methodologies in real contexts, similar to schools and universities”, they added.

The researchers plan to make use of this same methodology, protocol and expert profile in future research with real people. “This will allow us to analyse similarities and differences between the responses and analyses generated by the language model and the contributions of real participants, enriching our understanding of the effectiveness of those tools and improving future simulations. We also need to explore using other complementary methodologies to diversify and deepen our knowledge of the tutorial impact of those tools,” they explained. 

Expanding technology on the UOC

Augmented reality also has a spot on the UOC. Examples include the “Geek Electrònica AR” prototype to show concepts in electronics through AR. “In the identical way, bachelor’s degree students can find out about this technology on the whole, specializing in its research and its pedagogical and technical integration,” the researchers explained.

Edul@b also continues working on this area. “Currently, with this doctoral research in progress, we’re reviewing and reassessing this technology, specializing in integrating AR into education. This project seeks to revitalize the way it is applied and explore latest pedagogical opportunities to boost interactive, immersive and meaningful learning”, the researchers concluded. 

This research, funded with the support of the AGAUR-FI grants (2024 FI-1 00899) awarded as a part of the Joan Oró programme of the Secretariat for Universities and Research of the Government of Catalonia’s Ministry of Research and Universities and the European Social Fund Plus, supports UN Sustainable Development Goal 4: Quality Education

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