DescriptionAccessible quality education is a growing priority highlighted by the United Nations, India, and Australian Governments. New developments in web-based architecture allow augmented reality lessons to be delivered via a smartphone, from simply visiting a website. This can be performed using low-bandwith connections without any requirements the user to install any app or enter any credentials. Although technology-enhanced learning is commonplace in the Australian system from the primary-school level, it is not clear if Indian tertiary students would be as welcoming to technology-enhanced learning within lessons, due to the more recent availability of connected devices in the educational system. This study assessed the student perceptions and feedback after learning concepts surrounding muscle contraction with a web deployed AR smartphone-based application across both Australia (70 participants) and India (100 participants). Australian students were found to be more focussed on the direct benefits received from these interventions compared to other learning modes. In contrast, Indian students were more likely to focus on the technology itself. Indian students were far less critical of the learning embedded in the website itself, and more interested in the prospect of this type of technology being introduced into their curricula. The data suggests that a rollout of web-based mobile AR for learning in Australia should prioritise the content contained within it, while across India, a rollout should focus on embedding the technology itself first. Although there is risk of both cohorts being distracted by the technology, rather than the learned content itself, smartphone web-based AR is an excellent option to embed modern, innovative education to all, regardless of wealth, location or status.
|Period||15 Dec 2021|
|Event title||2nd Virtual Education Symposium: International perspectives on education during and beyond COVID|
|Degree of Recognition||Local|