Monday, 27 May, 2024, 7:21 PM
Advance Search
Home

How VR, AR revolutionise education systems

Published : Monday, 22 April, 2024 at 12:00 AM  Count : 785

How VR, AR revolutionise education systems

How VR, AR revolutionise education systems

Technologies are continuously changing teaching-learning experience, providing immense scope for new hands-on learning rather than confining within textbook in the classroom.  Application of virtual reality (VR) and augmented reality (AR) in classroom has added a new dimension in teaching-learning landscape, holding the promise of revolutionizing educational experiences across diverse subjects and disciplines.

Crossing boundaries of traditional classroom, VR technology facilitates virtual field trips to historical landmarks, museums, and natural wonders. Just imagine students embarking on journeys to the iconic pyramids of Egypt or navigating the bustling streets of ancient Rome, all within the confines of their classroom. These immersive experiences serve as vivid windows into the past, enriching students comprehension of global history and cultural heritage.

In the domain of science education, the integration of VR and AR simulations affords students unprecedented avenues for experiential learning. Through exploring into the nuances of anatomical structures within the human physique to executing virtual chemical experiments, these interactive simulations empower students to interact with intricate scientific principles in a palpable and substantive manner. By immersing themselves in virtual laboratories, students can refine their cognitive abilities in problem-solving, foster a more profound reverence for scientific exploration, and equip themselves for pursuits within the STEM disciplines.

VR facilitates immersive language learning encounters, affording students the opportunity to engage with native speakers and get introduced with foreign cultures within virtual realms. By means of virtual language exchanges and cultural simulations, students can refine their conversational aptitude, expand their cultural acumen, and cultivate a heightened awareness of global diversity. By dismantling linguistic and cultural barriers, VR nurtures empathy, fosters cross-cultural comprehension, and equips students to excel in an increasingly interconnected global arena.

Within the domain of creative expression, VR serves as a catalyst, enabling students to unleash their imaginations and traverse uncharted territories of artistic exploration. Whether sculpting digital opuses or crafting architectural wonders, VR tools provide an expansive platform for creative ingenuity and experimentation. By erasing the boundaries between the tangible and virtual realms, VR ignites a spirit of innovation in students.

Beyond academic domains, the utilization of VR and AR harbors expansive potential in vocational training and the cultivation of professional competencies. Prospective medical practitioners can simulate surgical procedures within virtual operating theaters, aspiring engineers can conceptualize and assess prototypes within virtual landscapes, and athletes can hone their abilities through immersive sports simulations. These simulated training arenas not only furnish hands-on experience but also imbue students with confidence and resilience as they navigate the transition into the professional realm.

What is the scenario of Bangladesh in this context? The answer is negative.  While many countries have embraced virtual reality (VR) and augmented reality (AR) technologies in education, the socioeconomic landscape of Bangladesh presents unique challenges that hinder widespread adoption. Despite the immense potential of VR and AR to revolutionize learning experiences, several factors limit their implementation in the educational sector within Bangladesh.

One of the primary barriers is the economic constraints faced by many educational institutions in Bangladesh. The cost of acquiring VR and AR equipment, along with the necessary infrastructure and training for educators can be prohibitive for schools and universities with limited budgets. Additionally, ongoing expenses for maintenance and upgrades further strain already stretched resources, making it difficult for institutions to invest in these technologies.

Moreover, the digital divide exacerbates the challenges of implementing VR and AR in education. While urban areas may have better access to technology and internet connectivity, rural and remote regions often lack the necessary infrastructure and resources. This disparity in access to technology further widens the gap in educational opportunities between urban and rural areas, perpetuating inequalities in learning outcomes.

Besides, the lack of awareness and familiarity with VR and AR technologies among educators and policymakers in Bangladesh presents another obstacle. Many educators may not fully understand the potential benefits of these technologies or how to integrate them effectively into teaching practices. Without proper training and support, educators may be hesitant to adopt new technologies, hindering their implementation in classrooms.

Cultural and social factors may also influence the uptake of VR and AR technologies in education in Bangladesh. Traditional teaching methods and attitudes towards technology may resist change, slowing down the adoption of innovative approaches to learning. Cultural norms and perceptions about the role of technology in education may also impact acceptance and uptake among students and parents.

Despite these challenges, there is potential for gradual adoption and integration of VR and AR technologies in education in Bangladesh. Last year, the government has embarked on an ambitious initiative to integrate cutting-edge technologies into its educational system. Last year, through the establishment of 300 "School of Future and Frontier Technology Institutes" across the countrys districts, upazilas, and village levels, Bangladesh aims to equip its students with the skills and knowledge necessary to thrive in an increasingly digitized and interconnected world.

At the heart of this initiative lies the integration of drones, 3D printers, augmented reality (AR), and virtual reality (VR) technologies into the curriculum of these specialized institutes.

In conclusion, collaborative efforts involving government, educational institutions and international support can play a vital role in promoting the use of VR and AR technologies to enhance learning experiences in Bangladesh.

The writer is Assistant Professor of English, Principal Kazi Faruky College, Lakshmipur







Latest News
Most Read News
Editor : Iqbal Sobhan Chowdhury
Published by the Editor on behalf of the Observer Ltd. from Globe Printers, 24/A, New Eskaton Road, Ramna, Dhaka.
Editorial, News and Commercial Offices : Aziz Bhaban (2nd floor), 93, Motijheel C/A, Dhaka-1000.
Phone: PABX- 41053001-06; Online: 41053014; Advertisement: 41053012.
E-mail: info©dailyobserverbd.com, news©dailyobserverbd.com, advertisement©dailyobserverbd.com, For Online Edition: mailobserverbd©gmail.com
  [ABOUT US]     [CONTACT US]   [AD RATE]   Developed & Maintenance by i2soft