Designing Augmented Reality-based Tele-Education Management Systems: Improving Access and Interactivity in Remote Learning
DOI:
https://doi.org/10.47134/ijsl.v5i1.346Keywords:
Augmented Reality, Remote Learning, STEM Education, Student Engagement, Tele-EducationAbstract
Integrating Augmented Reality (AR) in Tele-Education Management Systems (TEMS) enhances student engagement and interactivity in remote learning. Traditional methods often lack active participation, reducing learning outcomes. This research examines how AR-based TEMS improves interaction, understanding, and retention, especially in STEM education. A qualitative approach using secondary data from peer-reviewed studies, governmental reports, and educational case studies identified AR adoption trends. Findings highlight AR's ability to deliver immersive, interactive learning experiences that surpass traditional methods. However, barriers such as limited internet bandwidth, access to advanced hardware, and inadequate technical support challenge adoption in underserved areas. Solutions include optimizing AR for low-bandwidth environments and providing affordable, mobile-compatible devices. Additionally, AR enhances comprehension and retention of complex concepts, positioning it as a transformative tool for remote education by making learning more interactive, accessible, and effective.
Downloads
References
Abdul, B., Adesope, O. O., Thiessen, D. B., & Van Wie, B. J. (2016). Comparing the effects of two active learning approaches. International Journal of Engineering Education, 32(2), 654–669. https://www.researchgate.net/publication/301921210_Comparing_the_Effects_of_Two_Active_Learning_Approaches.
Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Alzahrani, A. I., & Sarsam, S. M. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66, 100876. https://doi.org/https://doi.org/10.1016/j.stueduc.2020.100876.
AlGerafi, M. A. M., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented and virtual reality in education. Electronics, 12(18), 3953. https://doi.org/https://doi.org/10.3390/electronics12183953.
Alkhabra, Y. A., Ibrahem, U. M., & Alkhabra, S. A. (2023). Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program. Humanities and Social Sciences Communications, 10(1), 1–10. https://www.nature.com/articles/s41599-023-01650-w.
Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences, 10(16), 5660. https://doi.org/https://doi.org/10.3390/app10165660.
Bacca Acosta, J. L., Baldiris Navarro, S. M., Fabregat Gesa, R., & Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology and Society, 2014, Vol. 17, Núm. 4, p. 133-149.
Baxter, G., & Hainey, T. (2024). Using immersive technologies to enhance the student learning experience. Interactive Technology and Smart Education, 21(3), 403–425. https://doi.org/https://doi.org/10.1108/ITSE-05-2023-0078.
Braud, T., Bijarbooneh, F. H., Chatzopoulos, D., & Hui, P. (2017). Future networking challenges: The case of mobile augmented reality. 2017 IEEE 37th International Conference on Distributed Computing Systems (ICDCS), 1796–1807. https://doi.org/DOI:10.1109/ICDCS.2017.48.
Brown, T. M. (2018). Playing to Win: Applying Cognitive Theory and Gamification to Augmented Reality for Enhanced Mathematical Outcomes in Underrepresented Student Populations. https://vtechworks.lib.vt.edu/items/0d258cd2-e0cb-4635-ac3f-e4b4d94c7354.
Ciloglu, T., & Ustun, A. B. (2023). The effects of mobile AR-based biology learning experience on students’ motivation, self‐efficacy, and attitudes in online learning. Journal of Science Education and Technology, 32(3), 309–337. https://link.springer.com/article/10.1007/s10956-023-10030-7.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. https://cumming.ucalgary.ca/sites/default/files/teams/82/communications/Creswell%202003%20-%20Research%20Design%20-%20Qualitative%2C%20Quantitative%20and%20Mixed%20Methods.pdf.
Darmawaskita, N., & McDaniel, T. (2021). Analysis of the impact of educational technology on social inequity in the United States. International Conference on Human-Computer Interaction, 41–51. https://link.springer.com/chapter/10.1007/978-3-030-78095-1_4.
Dhar, P., Rocks, T., Samarasinghe, R. M., Stephenson, G., & Smith, C. (2021). Augmented reality in medical education: students’ experiences and learning outcomes. Medical Education Online, 26(1), 1953953. https://doi.org/https://doi.org/10.1080/10872981.2021.1953953.
Faqih, K. M. S. (2022). Factors influencing the behavioral intention to adopt a technological innovation from a developing country context: The case of mobile augmented reality games. Technology in Society, 69, 101958. https://doi.org/https://doi.org/10.1016/j.techsoc.2022.101958.
Fisher, M. M., & Baird, D. E. (2020). Humanizing user experience design strategies with NEW technologies: AR, VR, MR, ZOOM, ALLY and AI to support student engagement and retention in higher education. In International perspectives on the role of technology in humanizing higher education (pp. 105–129). Emerald Publishing Limited. https://doi.org/https://doi.org/10.1108/S2055-364120200000033007.
Fombona-Pascual, A., Fombona, J., & Vicente, R. (2022). Augmented reality, a review of a way to represent and manipulate 3D chemical structures. Journal of Chemical Information and Modeling, 62(8), 1863–1872. https://pubs.acs.org/doi/full/10.1021/acs.jcim.1c01255.
Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The influence of emerging technologies on distance education. Electronics, 12(7), 1550. https://doi.org/https://doi.org/10.3390/electronics12071550.
Ghasemi, Y., Jeong, H., Choi, S. H., Park, K.-B., & Lee, J. Y. (2022). Deep learning-based object detection in augmented reality: A systematic review. Computers in Industry, 139, 103661. https://doi.org/https://doi.org/10.1016/j.compind.2022.103661.
Haghanikar, M. (2021). Visualizing dynamic systems: volumetric and holographic display. Morgan & Claypool Publishers. https://books.google.co.id/books?hl=en&lr=&id=xq0zEAAAQBAJ&oi=fnd&pg=PP2&dq=Haghanikar,+M.+(2021).+Visualizing+dynamic+systems:+volumetric+and+holographic+display.+Morgan+%26+Claypool+Publishers.&ots=S5D_oZ1mKz&sig=INZ0ESATFZ2GJVOgyAVglkkVU3E&redir_esc=y#v=onepage&q=Haghanikar%2C%20M.%20(2021).%20Visualizing%20dynamic%20systems%3A%20volumetric%20and%20holographic%20display.%20Morgan%20%26%20Claypool%20Publishers.&f=false.
Hung, I.-C., & Chen, N.-S. (2018). Embodied interactive video lectures for improving learning comprehension and retention. Computers & Education, 117, 116–131. https://doi.org/https://doi.org/10.1016/j.compedu.2017.10.005.
Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123. https://doi.org/https://doi.org/10.1016/j.compedu.2018.05.002.
Kao, G. Y.-M., & Ruan, C.-A. (2022). Designing and evaluating a high interactive augmented reality system for programming learning. Computers in Human Behavior, 132, 107245. https://doi.org/https://doi.org/10.1016/j.chb.2022.107245.
Karusala, N., Vishwanath, A., Kumar, A., Mangal, A., & Kumar, N. (2017). Care as a resource in underserved learning environments. Proceedings of the ACM on Human-Computer Interaction, 1(CSCW), 1–22. https://doi.org/https://doi.org/10.1145/3134739.
Kasapakis, V., & Dzardanova, E. (2022). Virtual reality learning environments: using high-fidelity avatars to enhance distance learning experience. Interactive Learning Environments, 1–14. https://doi.org/https://doi.org/10.1080/10494820.2022.2146140.
Kazanidis, I., & Pellas, N. (2019). Developing and Assessing Augmented Reality Applications for Mathematics with Trainee Instructional Media Designers: An Exploratory Study on User Experience. J. Univers. Comput. Sci., 25(5), 489–514. https://core.ac.uk/reader/440342210.
Lamberti, F., Manuri, F., Sanna, A., Paravati, G., Pezzolla, P., & Montuschi, P. (2014). Challenges, opportunities, and future trends of emerging techniques for augmented reality-based maintenance. IEEE Transactions on Emerging Topics in Computing, 2(4), 411–421. https://doi.org/DOI:10.1109/TETC.2014.2368833.
Liu, S., Glowatz, M., Zappatore, M., Gao, H., Jia, B., & Bucciero, A. (2018). E-learning, e-education, and online training. Springer. https://link.springer.com/book/10.1007/978-3-030-63952-5.
Makhdoom, I., Lipman, J., Abolhasan, M., & Challen, D. (2022). Science and Technology Parks: A futuristic approach. IEEE Access, 10, 31981–32021. https://doi.org/DOI:10.1109/ACCESS.2022.3159798.
Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2021). A framework for personalized fully immersive virtual reality learning environments with gamified design in education. In Novelties in Intelligent Digital Systems (pp. 95–104). IOS Press. https://doi.org/10.3233/FAIA210080.
Marques, B., Silva, S., Alves, J., Rocha, A., Dias, P., & Santos, B. S. (2022). Remote collaboration in maintenance contexts using augmented reality: insights from a participatory process. International Journal on Interactive Design and Manufacturing (IJIDeM), 1–20. https://link.springer.com/article/10.1007/s12008-021-00798-6.
Mystakidis, S., Christopoulos, A., & Pellas, N. (2022). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies, 27(2), 1883–1927. https://link.springer.com/article/10.1007/s10639-021-10682-1.
Portman, M. E., Natapov, A., & Fisher-Gewirtzman, D. (2015). To go where no man has gone before: Virtual reality in architecture, landscape architecture and environmental planning. Computers, Environment and Urban Systems, 54, 376–384. https://doi.org/https://doi.org/10.1016/j.compenvurbsys.2015.05.001.
Prit Kaur, D., Mantri, A., & Horan, B. (2022). Design implications for adaptive augmented reality based interactive learning environment for improved concept comprehension in engineering paradigms. Interactive Learning Environments, 30(4), 589–607. https://doi.org/https://doi.org/10.1080/10494820.2019.1674885.
Qiao, X., Ren, P., Dustdar, S., Liu, L., Ma, H., & Chen, J. (2019). Web AR: A promising future for mobile augmented reality—State of the art, challenges, and insights. Proceedings of the IEEE, 107(4), 651–666. https://doi.org/DOI:10.1109/JPROC.2019.2895105.
Rodríguez, F. C., Frattini, G., Krapp, L. F., Martinez-Hung, H., Moreno, D. M., Roldán, M., Salomón, J., Stemkoski, L., Traeger, S., & Dal Peraro, M. (2021). MoleculARweb: A web site for chemistry and structural biology education through interactive augmented reality out of the box in commodity devices. Journal of Chemical Education, 98(7), 2243–2255. https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.1c00179.
Sanfilippo, F., Blazauskas, T., Salvietti, G., Ramos, I., Vert, S., Radianti, J., Majchrzak, T. A., & Oliveira, D. (2022). A perspective review on integrating VR/AR with haptics into stem education for multi-sensory learning. Robotics, 11(2), 41. https://doi.org/https://doi.org/10.3390/robotics11020041.
Sarjito, A. (2023). Human Resource Management in the AI Era: Challenges and Opportunities. Prosiding Seminar Nasional Ilmu Manajemen, Ekonomi, Keuangan Dan Bisnis, 2(2), 211–240.
Serrano, D. R., Dea‐Ayuela, M. A., Gonzalez‐Burgos, E., Serrano‐Gil, A., & Lalatsa, A. (2019). Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286. https://doi.org/https://doi.org/10.1111/ejed.12330.
Siriwardhana, Y., Porambage, P., Liyanage, M., & Ylianttila, M. (2021). A survey on mobile augmented reality with 5G mobile edge computing: Architectures, applications, and technical aspects. IEEE Communications Surveys & Tutorials, 23(2), 1160–1192. https://doi.org/DOI:10.1109/COMST.2021.3061981.
Sprenger, M. (2018). How to teach so students remember. ASCD. https://books.google.co.id/books?hl=en&lr=&id=cSNLDwAAQBAJ&oi=fnd&pg=PR3&dq=Sprenger,+M.+(2018).+How+to+teach+so+students+remember.+ASCD.&ots=8f8X330S37&sig=SVfz4YmKCD_ttUntgur1gQuBMZg&redir_esc=y#v=onepage&q=Sprenger%2C%20M.%20(2018).%20How%20to%20teach%20so%20students%20remember.%20ASCD.&f=false.
Syed, T. A., Siddiqui, M. S., Abdullah, H. B., Jan, S., Namoun, A., Alzahrani, A., Nadeem, A., & Alkhodre, A. B. (2022). In-depth review of augmented reality: Tracking technologies, development tools, AR displays, collaborative AR, and security concerns. Sensors, 23(1), 146. https://doi.org/https://doi.org/10.3390/s23010146.
Taherdoost, H. (2021). Data collection methods and tools for research; a step-by-step guide to choose data collection technique for academic and business research projects. International Journal of Academic Research in Management (IJARM), 10(1), 10–38. https://hal.science/Hal-03741847/.
Teplá, M., Teplý, P., & Šmejkal, P. (2022). Influence of 3D models and animations on students in natural subjects. International Journal of STEM Education, 9(1), 65. https://link.springer.com/article/10.1186/s40594-022-00382-8.
Virata, R. O., & Castro, J. D. L. (2019). Augmented reality in science classroom: Perceived effects in education, visualization and information processing. Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning, 85–92. https://doi.org/https://doi.org/10.1145/3306500.3306556.
Yu, J., Denham, A. R., & Searight, E. (2022). A systematic review of augmented reality game-based Learning in STEM education. Educational Technology Research and Development, 70(4), 1169–1194. https://link.springer.com/article/10.1007/s11423-022-10122-y.
Zhang, W., Han, B., & Hui, P. (2017). On the networking challenges of mobile augmented reality. Proceedings of the Workshop on Virtual Reality and Augmented Reality Network, 24–29. https://doi.org/https://doi.org/10.1145/3097895.3097900.
Zhang, W., Han, B., & Hui, P. (2022). Sear: Scaling experiences in multi-user augmented reality. IEEE Transactions on Visualization and Computer Graphics, 28(5), 1982–1992. https://doi.org/DOI:10.1109/TVCG.2022.3150467.
Zhang, Y., Feijoo-Garcia, M. A., Gu, Y., Popescu, V., Benes, B., & Magana, A. J. (2024). Virtual and Augmented Reality in Science, Technology, Engineering, and Mathematics (STEM) Education: An Umbrella Review. Information, 15(9), 515. https://doi.org/https://doi.org/10.3390/info15090515.
