An Article on Augmented and Virtual Reality: Explanation of the Challenges Faced by the Bangladeshi Teachers to Implement it in Bangladesh
An Article
on Augmented Reality and Virtual Reality: Explanation of the Challenges
Faced
by the Teachers to implement it in Bangladeshi Context
Contents
Abstract
In this era, the concepts of
augmented and virtual reality (AR/VR) have got popularity among the people from
different states, different ages and different professions. These technological
advancements are scattered from urban to the rural areas. These technological
tools have already gained popularity in the educational sectors as well.
However, the concepts of AR and VR are still vague to some extents of people
and these technological advantages are still not familiar in the educational
sectors of Bangladesh. So, this article focuses on the basic ideas of augmented
and virtual reality (AR/VR) and the challenges faced by the Bangladeshi
teachers to implement these technologies in Bangladesh.
Keywords: augmented
reality, virtual reality, advancements, challenges, technologies
Introduction
Isberto M. (2018, September 5)
revealed the historical background of augmented reality and said it has been
used for several decades which were unknown to the people. In 1990, the term
“Augmented Reality” was coined by a Boeing researcher name Tom Caudell. The
term “Virtual Reality” was first introduced in the mid-90s by Jaron Lanier who
invented goggles and gloves to experience what he called “virtual reality” (http://fi.edu).
Augmented indicates a technology that overlays objects belonging to the virtual
world into real world and can be constructed by applying and connecting
different technologies like wearable computers, mobile devices and other
technologies. According to Isberto, M. (2018, September 18), virtual reality is a computer-generated
simulation that makes user of the device feel as though they exist in a real
world. Microsoft created the term ‘mixed reality’ for augmented and virtual
reality together.
In this current world, AR and VR
are playing a great important role in different fields such in economy,
education, profession and other sectors as well. These technologies are growing
with popularity in this modern world to make the lives of people comfortable
and easier. In this article, it will be depicted what are the problems faced by
the Bangladeshi teachers to implement this mixed reality in Bangladesh.
Features
Nowadays, there have been added
lots of features in augmented reality and virtual reality which are used in
commercial, educational and social sectors. These features are modifying our
daily activities with mixed reality by the latest technologies.
Some of the prominent features of
mixed reality are:
·
Kiosk mode: Anyone
can control apps to run demo or to showcase experiences.
·
Mobile Device
Management (MDM) for Hololens: Multiple HoloLens
devices can be managed simultaneously by Microsoft Intune. With these devices,
anyone will be able to manage settings, select apps to install and set security
configurations tailored according to organization’s need.
·
Windows Update for
Business: Controlled operating system updates to
devices and support for long term servicing branch.
·
Data security:
BitLocker data encryption is enabled on HoloLens to provide the same category
of security protection as any other Windows device.
·
Work access: Anybody
in any organization can remotely connect to corporate network through virtual
private network on a HoloLens. HoloLens can also access Wi-Fi networks that
require credentials.
Theories
in Relation to Mixed Reality
There are some theories in relation to AR and VR. These
theories are:
·
SAMR model
·
21st century skills
·
Immersive Experience
·
Situated Learning
·
Experiential learning
These theories are used to teach augmented and
virtual reality in the classroom.
Benefits and Limitations of Mixed
Reality
Benefits
·
Visualization of the
Content – Nowadays
students can visualize what are they learning. Their learning topic is no more
abstract to them as they can get the realization visually through using some
apps such as StarPlanet, StarTrends, ParaView, NodeXL and other numerous apps.
·
Developments of
Cognitive Retention – Augmented and virtual
reality develop the cognitive retention through authentic experience. Students
can easily remember what they are learning through visual experience.
·
Edutainment –-
Students can learn through entertainment which can is called edutainment.
Augmented and virtual reality is helping students in learning through
entertainment.
·
Non-verbal Skills – Students
can learn postural and gestural expressions through virtual reality.
Limitations
·
Lacks Flexibility – Interaction
between teachers and students is not possible in virtual reality as teacher
cannot give instruction to the students.
·
Ineffective Human
Connection – The concepts of augmented and
virtual reality are based on software. So, people are deprived of interpersonal
communication which is harmful for effective human connection.
·
Addiction – Addiction
is commonly seen among the users of virtual reality. Students get distracted
from study by using virtual games and other apps as well.
Augmented & Virtual Reality in
Bangladesh
As Bangladesh is stepping towards
the digital era and there are lots of sectors where AR and VR are already in
use with modern technologies. In Bangladesh, sectors like education, fashion,
business are already immersed in AR and VR technologies. A furniture company of
Bangladesh named Hatil which has already opened a virtual showroom where
customers are able to show everything in 360-degree views (http://
thedailystar.net). Lots of fashion houses in Bangladesh are using virtual
showroom for the convenience of the customers. Real estate companies in
Bangladesh are displaying their designs to customers with the technologies of
AR and VR.
Augmented Reality & Virtual Reality
in Education of Bangladesh
Despite of not being a
technologically developed country, Bangladesh is struggling with the
technologies of augmented and virtual reality to introduce in education sector.
Some of extents, AR and VR are using but these are not popular across the
country. Teachers are gradually being trained to implement these technologies
in the field of education. Some prominent private English medium schools and
universities in Bangladesh are conducting classes with AR and VR technologies
but not all the institutions are familiar of these technologies. Augmented and
virtual reality is giving advancements of these intuitions’ teachers and
students in terms of experiencing the new ways of learning. Government is
conducting programs to introduce new technologies to the teachers so that they
can implement these in the classrooms.
Challenges Faced by the Teachers in
Bangladesh
Developing country like Bangladesh
does not have abundances of resources like wealth, infrastructure or other
things like the developed countries. Consequently, Bangladesh has to struggle
everyday to keep pace with the modern world. Latest, technologies are coming
everyday but the students of Bangladesh are not getting that much exposure to
adapt with these technologies. Bangladeshi teachers are facing lots of
challenges daily to implement the technologies of mixed reality in education.
The challenges are faced by the teachers in Bangladesh are described below:
·
Tech and Accessibility
– Technologies of AR and VR are very
expensive for such a country like Bangladesh. As government run educational
institutions are very popular in Bangladesh. As a result, getting all the
expensive tools as learning materials is quite difficult for Bangladeshi
teachers and students. The cheapest way to get AR and VR technologies in
classroom is to use smartphones but affording smartphones is also like a dream
to most of the Bangladeshi students. Teachers get the accessibility in the
technologies of mixed reality but the students do not get the opportunities. To
get a better experience of VR system, the Oculus Development kit (DK2) can be
purchased by 2, 32,000 BDT. This is out of imagination in our educational
institutions.
·
Poor Infrastructure – Most
of the educational institutions of Bangladesh like schools, colleges and
universities are not structured with technology friendly environment. So,
teachers get trainings in AR and VR friendly environment but do not get
suitable places to implement these technologies.
·
Lacks Training – Bangladeshi
teachers do not get proper trainings on modern technologies. Consequently, they
cannot implement these technologies in the classroom.
· Cyber-sickness – Bangladeshi
students usually distract from the main points to the imaginary world while
using VR or AR technologies. So, it can be seen that many of the students are
becoming sick and obsessed of the virtual world.
·
Religious Bigotry – As
Bangladeshi education is a mixture of different subjects including religion.
So, the students are commonly discouraged to use technologies by the guardians.
Guardians think if the students use technologies then they will be on the path
of sins.
Conclusions
Augmented and virtual reality is
very popular among educational sectors all over the world. To make these
technologies popular in Bangladeshi educational sectors, government as well as
private institutions must cooperate with each other in terms of training
teachers and students about using these systems. Funds should be raised on
education to develop experts in AR and VR systems. Hopefully, it can be
predicted that AR and VR will be popular in education of Bangladesh.
References
Isberto,
M. (2018, September 5). History-of-augmented-reality. Retrieved from https://www.colocationamerica.com/blog/history-of-augmented-reality
Molfino,
A. (2015, April 27).
Potential-challenges-virtual-reality-education-agustin-molfino. Retrieved from https://www.linkedin.com/pulse/potential-challenges-virtual-reality-education-agustin-molfino
history-of-virtual-reality.
Retrieved from https://www.fi.edu/virtual-reality/history-of-virtual-reality
Hossain,
R. F. (2017, December 22).
Brain-station-23-at-digital-world-2017-augmented-and-virtual-reality-present-and-future.
http://www.brainstation-23.com/brain-station-23-at-digital-world-2017-augmented-and-virtual-reality-present-and-future/
Hicks,
P. (2016, December 29). pros-cons-using-virtual-reality-in-the-classroom.
Retrieved from https://elearningindustry.com/pros-cons-using-virtual-reality-in-the-classroom
Marr,
B. (2018, July 30). powerful-real-world-applications-of-augmented-reality.
Retrieved from https://www.forbes.com/sites/bernardmarr/2018/07/30/9-powerful-real-world-applications-of-augmented-reality-ar-today/#388961fe2fe9
Jansen,
M. (2018, August 29). best-augmented-reality-apps. Retrieved from https://www.digitaltrends.com/mobile/best-augmented-reality-apps/
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