Beyond the Blackboard: The advantages and challenges of integrating Augmented Reality (AR) in Sri Lankan Educational System

Summary

The integration of AR in the Sri Lankan educational system goes beyond just captivating visuals. AR applications can personalize learning experiences, catering to different learning styles and helping students grasp abstract concepts more deeply. Students struggling with spatial reasoning in math can manipulate 3-D shapes in real time. Language learners can interact with virtual dialogues and practice pronunciation in a safe and interactive environment. Moreover, AR can bridge the digital divide in Sri Lanka. With the increasing availability of affordable smartphones and tablets, AR experiences can be accessed without relying solely on expensive computer labs. However, integrating AR into the Sri Lankan educational system requires careful consideration. Challenges such as access to technology, teacher training, and content development need to be addressed. Ultimately, the article analyzes the potential of AR to transform Sri Lankan classrooms into dynamic and interactive spaces that nurture a love for learning in the 21^st century.

Keywords: AR-Integrated Learning, Augmented Reality (AR), Mixed Reality Technology, Traditional Classrooms, Sri Lankan Educational System

Graphical Abstract

What is Augmented Reality (AR)?

Augmented reality can be referred to as a type of technology that places computer-generated images into an environment and makes them seem real. According to Rebbani et al. (2021), “AR has been used to enhance user experience in different tasks as it is a technology that overlays computer-generated improvements to an existing reality to make it more realistic and significant thanks to the ability to interact with it” (p. 280). Thus, by offering a real-time blend of the physical and virtual, augmented reality opens doors to a more interactive and insightful future.

Why Should Sri Lanka Embrace Augmented Reality (AR) in Its Educational System?

Sri Lanka has a rich cultural heritage and a strong commitment to education, but its classrooms, especially in rural areas, often struggle to keep up with the rapidly changing world. Traditional teaching methods, relying on textbooks and lectures, fail to capture the interest of today’s tech-savvy generation. That’s where augmented reality (AR) comes in, offering a game-changing solution that could revolutionize education in Sri Lanka (Alahakoon & Kulatunga, 2021). AR seamlessly combines digital elements with the real world, creating an interactive and immersive learning experience. Just imagine, students in a history class no longer having to rely on static images in a book. With AR, they could witness ancient battles unfold right in front of their classrooms or explore every intricate detail of a historical monument projected onto a blank wall. This technology goes beyond geographical boundaries, allowing students to virtually travel to far-off places and explore complex scientific concepts through 3-D models.

The advantages of integrating Augmented Reality (AR) into the Sri Lankan educational system

One may then picture books opening, turning from two-dimensional slabs into tangible three-dimensional models that can walk and breathe – the dinosaurs in the class, the solar system in the palm. This is not a science fiction scenario that you would read in an outer space novel, but an interesting area of application of augmented reality in education. AR puts learning content beyond text, static picture books, and videos. It is more like an enchanted-looking glass that projects information into reality. This combination is very alluring, making boring concepts interesting and evoking curiosity that could never be elicited while using a textbook.

Imagine a lesson in the history class, teaching us more about ancient structures such as the pyramids. With AR, old pictures and illustrations seem to come to life and become three-dimensional. The students get an opportunity to travel through the inside of the pyramid, get enthralled by the amazing hieroglyphics, or even climb around the pyramid and get a feel of the place despite being seated in their classroom. Students become immersed in it and create the tangible physical connection necessary for understanding and comprehending the materials being studied. The atmosphere is like a time machine where learning is no longer limited to a set of memorizations but becomes an adventurous journey.

It can also bring an element of newness to topics like biology, where the structures can be quite challenging to grasp while learning traditionally. What would be the fun of having the ability to practically slice up a grotesque frog using an internet connection without the problems of real physical science? Form organs, students can move them around interactively; from sections of the body, they can remove layers and look inside at a delicate structure; and from the heart, one can see it pumping. AR opens a haven for curious minds and students can dissect deeper and meaningful details of the world of nature by breaking the walls of traditional tutoring.

However, the use of AR does not end there, as there are other potential applications as well. Consider foreign language classes in which students can engage in a dialogue with fictitious characters from another country or geography lessons in which students can explore maps, visualize weather patterns, and take virtual tours of different ecosystems. AR enhances the learning process while being adaptable and responsive to different students’ learning preferences and making learners feel more in control of the process (Parousinas, 2021). It is more like having a teacher who can orient you and teach as per your abilities and preferences, making education more of a journey than just attending lectures.

Why is bringing education to life with Augmented Reality (AR) challenging in Sri Lanka?

Augmented reality (AR) has become a game-changer in education, promising to revolutionize textbooks by making them interactive. Sri Lanka recognizes the potential of AR but integrating it into the education system is quite challenging. The upfront investment for AR implementation is a major roadblock. High-quality AR headsets, tablets, and software development come with a hefty price tag. This puts a burden on schools with limited resources, especially in rural areas. To ensure all the students have access to this technology, there needs to be strategic planning and government support. Subsidies or public-private partnerships could play a crucial role in making AR hardware and software more affordable.

Having a reliable internet connection is crucial for most AR applications. Unfortunately, Sri Lanka faces disparities in internet access, particularly in remote areas. This digital divide leaves students without consistent internet access, unable to fully experience the wonders of AR. To create a truly inclusive AR-powered learning environment, investing in infrastructure development to ensure nationwide internet access is a must.

Effectively integrating AR requires a shift in teaching styles. Educators who are used to traditional methods may need substantial training to unlock the full potential of AR. This calls for comprehensive professional development programs that equip teachers with the technical skills and pedagogical knowledge to create engaging AR-based lessons. Additionally, there needs to be a cultural shift towards a student-centered approach that takes advantage of the interactive capabilities of AR, moving away from the teacher-centered approach.

The success of AR relies heavily on high-quality and culturally relevant content. Currently, a significant portion of AR educational content is available only in English, which may alienate students whose primary languages are Sinhala or Tamil. To address this, collaboration between educators, technological companies, and content creators is crucial in developing engaging AR content aligned with the curriculum in these languages. It’s essential to invest in local content creation initiatives that cater to the specific needs of the Sri Lankan educational system.

AR experiences can exclude students with disabilities. Visual impairments can make it difficult to use AR headsets, and some learning disabilities may require alternative methods to interact with AR content. To promote inclusivity, developers need to create AR applications with accessibility features like text-to-speech conversion and haptic feedback. Additionally, educators should explore alternative ways to provide AR experiences for students who may struggle with traditional headset interfaces.

As AR gains popularity, concerns about student data privacy rise. AR applications that collect student data must have robust security measures to protect sensitive information. Furthermore, clear regulations regarding data ownership and usage are essential to ensure the responsible implementation of AR in Sri Lankan schools.

The way forward: A vision for a future where Augmented Reality (AR) empowers Sri Lankan educational system

Nonetheless, one can underscore the fact that the possible advantages of AR in enhancing Sri Lankan educational system are rather apparent. However, multipronged strategies are essential to address the challenges. The government must capitalize on the potential of investing in affordable AR devices and AR content aligned with the educational curriculum in Sri Lanka. Additionally, cooperation with technological companies and academic organizations is possible to provide new and better solutions along with a more developed environment in AR.

Finally, it is important to maintain the success of AR by establishing sustainability in the Sri Lankan educational system which should also be equally relevant to everyone. By addressing access problems, providing adequate training for teachers, and emphasizing collaboration, Sri Lanka has the potential to become a pioneer in AR-based education, creating opportunities of enriched learning for all the students.  AR is not a rival to conventional methods of education, but it will become an effective tool in the existing system of education that will contribute to the enhancement of Sri Lankan youth by equipping them with the necessary skills to navigate the complexities of the emerging world.

References

Alahakoon, Y.N. & Kulatunga, A.K. (2021). Application of augmented reality for distance learning

to teach manufacturing engineering during COVID-19 social distancing. Engineer,

                  54(4), 117-126.

Parousinas, A. (2021, March 24). Augmented Reality in Education. Educraft.

https://educraft.tech/augmented-reality-in-education/

Rebbani, Z., Azougagh, D., Bahatti, L. & Bouattane, O. (2021). Definitions and applications of

augmented/virtual reality: A survey. International Journal of Emerging Trends in

                   Engineering Research, 9(3), 279-

Author : 
S.A. Kalpani Madushani Subhasingha
University Undergraduate
University of Kelaniya