Advertisement

Key Elements of Educational Augmented and Virtual Reality Applications

  • Houda Elkoubaiti
  • Radouane Mrabet
Conference paper
Part of the Smart Innovation, Systems and Technologies book series (SIST, volume 111)

Abstract

Many countries have launched initiatives to reform their educational systems, which reflects the growing worldwide interest to develop education. These initiatives mainly emphasize the important role of technologies to improve education. In fact, integrating technology is beneficial for educational sector due to the improvements it can add to teaching and learning processes. Augmented Reality (AR) and Virtual Reality (VR) are among the technologies that have promising potential for education. In this article, we provide the key elements of educational AR and VR applications. We present a generic architecture that supports both AR and VR applications designed for classroom use. The present architecture highlights teacher’s role in conducting AR and VR activities. First, they select and prepare relevant and high quality content for these applications. Then, they guide and supervise their students during these activities.

Keywords

Virtual reality Augmented reality Architecture of AR and VR 

References

  1. 1.
    Castellanos, A., Pérez, C.: New challenge in education: enhancing student’s knowledge through augmented reality. In: Augmented Reality, p. 273 (2017)Google Scholar
  2. 2.
    Bastug, E., Bennis, M., Médard, M., Debbah, M.: Toward interconnected virtual reality: opportunities, challenges, and enablers. IEEE Commun. Mag. 55(6), 110–117 (2017)CrossRefGoogle Scholar
  3. 3.
    Farrell, W.A.: Learning becomes doing: applying augmented and virtual reality to improve performance. Perform. Improv. 57(4), 19–28 (2018)CrossRefGoogle Scholar
  4. 4.
    Górski, F., Buń, P., Wichniarek, R., Zawadzki, P., Hamrol, A.: Effective design of educational virtual reality applications for medicine using knowledge-engineering techniques. Eurasia J. Math. Sci. Technol. Educ. 13(2), 395–416 (2017)Google Scholar
  5. 5.
    Vergara, D., Rubio, M.P., Lorenzo, M.: On the design of virtual reality learning environments in engineering. Multimodal Technologies and Interaction 1(2), 11 (2017)CrossRefGoogle Scholar
  6. 6.
    Vaughan, K.L., Vaughan, R.E., Seeley, J.M.: Experiential learning in soil science: use of an augmented reality sandbox. Nat. Sci. Educ. 46(1), 1–5 (2017)CrossRefGoogle Scholar
  7. 7.
    Martín-Gutiérrez, J., Mora, C.E., Añorbe-Díaz, B., González-Marrero, A.: Virtual technologies trends in education. Eurasia J. Math., Sci. Technol. Educ. 13(2), 469–486 (2017)Google Scholar
  8. 8.
    Mangina, E.: 3D learning objects for augmented/virtual reality educational ecosystems. In: 23rd International Conference on Virtual System and Multimedia (VSMM), pp. 1–6, IEEE (2017)Google Scholar
  9. 9.
    Xiao, J., Xu, Z., Yu, Y., Cai, S., Hansen, P.: The design of augmented reality-based learning system applied in U-learning environment. In: International Conference on Technologies for E-learning and Digital Entertainment, pp. 27–36. Springer, Cham (2016)CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Smart Systems Laboratory, Ecole Nationale Supérieure d’Informatique et d’Analyse des Systèmes – ENSIASUniversity Mohammed V of RabatRabatMorocco

Personalised recommendations