Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

The Role of Interactive and Immersive Technologies in Higher Education: A Survey


Affiliations
1 Chitkara University Institute of Engineering and Technology Chitkara University, Punjab, India, 140401, India
     

   Subscribe/Renew Journal


The developments in the Engineering domain have risen at an unprecedented rate in the past three decades. New technologies emerge every year and find their use case in multiple industries, also impacting the higher education as a whole. The present ecosystem demands industry-ready graduates from higher education institutes. To meet this, inculcation of newly developed technologies in the engineering education domain is a must. The retention span of Millennials in the traditional classroom settings has lowered down, posing the biggest challenge in student learning outcome at the higher education level. To solve this problem, interactive and immersive technologies has played a significant role through the use of Augmented Reality (AR), Virtual Reality (VR), and Gamification in a modern classroom setting. These technologies are capable of being used online as well as offline, and promise to deliver an enhanced user experience. The use of such tools also improves the student engagement by virtue of interactive content during the classroom session. This results in improved student learning and motivation in various domains of higher education. This paper focuses on the engineering education domain and discusses the role of these technologies in improving student understanding of intricate concepts of various engineering disciplines. A study of research papers presenting different digital learning platforms developed using these technologies from 2017 to 2021 was done, and it was concluded that the trends and technologies discussed in this paper have been tested and proven to be beneficial in engineering education. Further, developing a low-cost learning system using immersive and interactive technologies, and upgrading the present classroom set-up and skill set of instructors to make them significantly capable of utilizing the benefits offered by these technologies is yet to be achieved.

Keywords

Higher Education , Education Technology, Augmented and Virtual Reality, Immersive Technology, Interactive Teaching-Learning, Game-Based Learning, Online Teaching-Learning
Subscription Login to verify subscription
User
Notifications
Font Size


  • Alexander, J. A., Cruz, L. E., & Torrence,M.L.(2019).Gold Star:Enhancing Student Engagement Through Gameful Teaching and Learning .(February).Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA Papers/IDEA Papers/Gold_Star_Enhancing_Student_Engage ment_IDEA_Paper_75.pdf

  • AlNajdi, S. M., Alrashidi, M. Q., & Almohamadi, K. S. (2020). The effectiveness of using augmented reality (AR) on assembling and exploring educational mobile robotin pedagogical virtual machine (PVM). Interactive Learning Environments, 28(8), 964–990. https://doi.org/10.1080/10494820.2018.155287 3

  • Azuma R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments,6(4),355–385 . https://doi.org/10.1162/pres.1997.6.4.355

  • Backlund, P., & Hendrix, M. (2013). Educational games - Are they worth the Effort?: A literature survey of the effectiveness of serious games. 2013 5th International Conference on Games and Virtual Worlds for Serious Applications, VS-GAMES 2013. https://doi.org/10.1109/VS-GAMES.2013.6624226

  • Benito, J. R. L., González, E. A., & L, C. I. S. (2015). Augmented Reality Software for Laboratory Exercises. Engaging Computer Engineering Students with an Augmented Reality Software for Laboratory Exercises, (317882), 2012–2015.

  • Borras-gene, O., & Martinez-nun, M. (2016). New Challenges for the Motivation and Learning in Engineering Education Using Gamification in MOOC *.32(1), 501–512.

  • Chiu, F. Y. (2017). Virtual reality for learning languages based on mobile devices. 2017 16th International Conference on Information Technology Based Higher Education and Training,ITHET 2017,5–7.https://doi.org/10.1109/ITHET.2017.8067813

  • Cochrane, T., Cook, S., Aiello, S., Christie, D., Sinfield, D., Steagall, M., & Aguayo, C. (2017). A DBR framework for designing mobile virtual reality learning environments. Australasian Journal of Educational Technology, 33(6), 54–68. https://doi.org/10.14742/ajet.3613

  • Dinis, F.M., Guimaraes, A.S., Carvalho, B.R., & Martins, J.P.P.(2017). Virtual and augmented reality game-based appl icatio ns to civ il engineering education. IEEE Global Engineering Education Conference, EDUCON, (April), 1683–1688.https://doi.org/10.1109/EDUCON.2017.794307 5

  • Drascic D. & Milgram P.(n.d.).I.2653, 123–134.

  • Dutta R., Mantri A., Singh G., Malhotra S., & Kumar A. (2020). Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course. Integration of Education,24(3),453–464.https://doi.org/10.15507/1991-9468.100.024.202003.453-464

  • Earle R. S. & Earle R. S. (2002). The Integration of Instructional Public Education: Promises and Challenges. 42(1),5–13.

  • Kumar A. Mantri A. & Dutta R. (2020). Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course.Computer Applications in Engineering Education,(October 2019),cae.22245.https://doi.org/10.1002/cae.22245

  • Lee I., & Lee I. (2019). Using augmented reality to train students to visualize three-dimensional drawings of mortise – tenon joints in furniture carpentry carpentry. Interactive Learning Environments,0(0),115.https://doi.org/10.1080/10494820.2019.157262 9

  • Lu A. Wong C. S. K. Cheung R.Y. H. & Im,T.S.W. (2021). Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education. Frontiers in Education, 6(April),1–11 .https://doi.org/10.3389/feduc.2021.623745

  • Mackay, W. E. (1998). Augmented reality: Linking real and virtual worlds. Proceedings of the Working Conference on Advanced Visual Interfaces-AVI’98,13.https://doi.org/10.1145/948496.948498

  • Makarova, I., Boyko, A., Shubenkova, K., Pashkevich, A., & Giniyatullin, I. (2019). Virtual laboratories: Engineers’ training for automotive industry. ICETA 2019 - 17th IEEE International Conferenceon Emerging ELearning Technologies and Applications, Proceedings,505–511. https://doi.org/10.1109/ICETA48886.2019.9040 074

  • Oh, S., So, H., & Gaydos, M. (2017). Hybrid Augmented Reality for Participatory Learning : The Hidden Efficacy of the Multi- User Game-basedSimulation.1382(c),1–15.https://doi.org/10.1109/TLT.2017.2750673

  • Özer, H. H., Kanbul, S., & Ozdamli, F. (2018). Effects of the gamification supported flipped classroom model on the attitudes and opinions regarding game-coding education. International Journal of Emerging Technologies in Learning,13(1),109–123.https://doi.org/10.3991/ijet.v13i01.7634

  • özüağ, M., Cantürk, I., & özyilmaz, L. (2019). A new perspective to electrical circuit simulation with augmented reality. International Journal of Electrical and Electronic Engineering and Telecommunications,8(1),9–13.https://doi.org/10.18178/ijeetc.8.1.9-13

  • Prit Kaur, D., Mantri, A., & Horan, B. (2019). Design implications for adaptive augmented reality based interactive learning environment for improved concept comprehension in engineering paradigms. Interactive Learning Environments,0(0),1–19.https://doi.org/10.1080/10494820.2019.167488 5

  • Rosen, M. A. (2000). Engineering Education : Future Trends and Advances.44–52.

  • Rubio-Tamayo, J. L., Barrio, M. G., & García, F. G. (2017). Immersive environments and virtual reality: Systematic review and advances in communication, interaction and simulation. Multimodal Technologies and Interaction, 1(4), 1–20. https://doi.org/10.3390/mti1040021

  • Sailer, M., & Sailer, M. (2021). Gamification of in-class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75–90. https://doi.org/10.1111/bjet.12948

  • Scaravetti, D., & Doroszewski, D. (2019). Augmented reality experiment in higher education, for complex system appropriation in mechanical design. Procedia CIRP, 84, 197–202. https://doi.org/10.1016/j.procir.2019.04.284

  • Singh, G., Mantri, A., Sharma, O., Dutta, R., & Kaur, R. (2019). Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students. Computer Applications in Engineering Education,27(6),1361–1375.https://doi.org/10.1002/cae.22156

  • Singh, G., Mantri, A., Sharma, O., & Kaur, R. (2021). Virtual reality learning environment for enhancing electronics engineering laboratory experience .Computer Applications in Engineering Education, 29(1),22924.https://doi.org/10.1002/cae.22333

  • Zhang, X. (2018). Design and analysis of music teaching system based on virtual reality technology. IPPTA: Quarterly Journal of Indian Pulp and Paper Technical Association, 30(5), 196–202.


Abstract Views: 101

PDF Views: 0




  • The Role of Interactive and Immersive Technologies in Higher Education: A Survey

Abstract Views: 101  |  PDF Views: 0

Authors

Deepti Prit Kaur
Chitkara University Institute of Engineering and Technology Chitkara University, Punjab, India, 140401, India
Amit Kumar
Chitkara University Institute of Engineering and Technology Chitkara University, Punjab, India, 140401, India
Rubina Dutta
Chitkara University Institute of Engineering and Technology Chitkara University, Punjab, India, 140401, India
Shivani Malhotra
Chitkara University Institute of Engineering and Technology Chitkara University, Punjab, India, 140401, India

Abstract


The developments in the Engineering domain have risen at an unprecedented rate in the past three decades. New technologies emerge every year and find their use case in multiple industries, also impacting the higher education as a whole. The present ecosystem demands industry-ready graduates from higher education institutes. To meet this, inculcation of newly developed technologies in the engineering education domain is a must. The retention span of Millennials in the traditional classroom settings has lowered down, posing the biggest challenge in student learning outcome at the higher education level. To solve this problem, interactive and immersive technologies has played a significant role through the use of Augmented Reality (AR), Virtual Reality (VR), and Gamification in a modern classroom setting. These technologies are capable of being used online as well as offline, and promise to deliver an enhanced user experience. The use of such tools also improves the student engagement by virtue of interactive content during the classroom session. This results in improved student learning and motivation in various domains of higher education. This paper focuses on the engineering education domain and discusses the role of these technologies in improving student understanding of intricate concepts of various engineering disciplines. A study of research papers presenting different digital learning platforms developed using these technologies from 2017 to 2021 was done, and it was concluded that the trends and technologies discussed in this paper have been tested and proven to be beneficial in engineering education. Further, developing a low-cost learning system using immersive and interactive technologies, and upgrading the present classroom set-up and skill set of instructors to make them significantly capable of utilizing the benefits offered by these technologies is yet to be achieved.

Keywords


Higher Education , Education Technology, Augmented and Virtual Reality, Immersive Technology, Interactive Teaching-Learning, Game-Based Learning, Online Teaching-Learning

References