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Kumar, Amit
- The Role of Interactive and Immersive Technologies in Higher Education: A Survey
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1 Chitkara University Institute of Engineering and Technology Chitkara University, Punjab, India, 140401, IN
1 Chitkara University Institute of Engineering and Technology Chitkara University, Punjab, India, 140401, IN
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Journal of Engineering Education Transformations, Vol 36, No 2 (2022), Pagination: 79-86Abstract
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-LearningReferences
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- Analysing the Impact of Emerging Technology Course on Student Satisfaction by Exposing Freshmen to Dynamic Industry Trends
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Authors
Affiliations
1 Chitkara University Institute of Engineering and Technology, Chitkara University, Punjab, IN
1 Chitkara University Institute of Engineering and Technology, Chitkara University, Punjab, IN
Source
Journal of Engineering Education Transformations, Vol 37, No 2 (2023), Pagination: 189-199Abstract
Technology is an inescapable necessity; it dominates almost every aspect of human existence. Emerging technol ogy hel ps to unl ock new possibilities for connecting things/people. At the same time, technological advancement changes industrial trends and the demand for engineering graduates' expertise. Hence, it becomes necessary for the students to imbibe the skills of continuous learning and understand the emerging trends, right from the inception year of engineering education. Also, with an amendment to the national education policy (NEP), the Indian Government has shown its clear intention to promote a holistic and multidisciplinary approach to technological developments through engineering education. Therefore, to accomplish this, it is critical to bridge the gap between industry and academia. The proposed course in this article is an initiative taken by Chitkara University Punjab to bring industry mentors and first-year students face-to-face and promote holistic learning amongst themselves. A total of 1000 freshman engineering students took part in this course and participated in the post-course survey to express their satisfaction level with the course thus introduced. The Cronbach's Alpha coefficient α = 0.957 shows the high Reliability of data obtained through a survey questionnaire. Students expressed high motivation levels after completion of the course. The survey shows that the course gave the students clarity about the attributes required by the industry, which can help them decide their action points towards their career development. In the future, a hybrid model of teaching-learning can be employed to provide an added advantage of industry mentor interaction with students in live physical space.Keywords
Emerging-technology, NEP2020, Reliability, Engineering, Student-satisfaction, Motivation.References
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