The use of augmented reality (AR) in education creates a unique learning experience for the learner. AR is defined as a “technology that allows computer-generated virtual imagery information to be overlaid onto a live direction or indirect real-world environment in real-time” (Lee, p. 13, 2012). As a result, “objects seem to coexist in the same space with the real world” (Bacca et al., p. 133, 2019). Further, the AR experience is enhanced by the addition of sound, video, and graphics. The experience of using augmented reality and virtual reality (VR) is different because the learner in AR immersed in a real-world environment, whereas in VR, there is a synthetic environment. Learning using AR helps not only helps in developing critical thinking and problem-solving skills but also in team-building skills.
For senior adults, silent and greater (G.I.) generation, learning new skills help build cognitive skills, and keep the memory active. Cognitive thinking processes involve movement, speed of information processing, pattern recognition, sustained memory, and problem-solving. Other factors that increase cognition in children and adults are physical activity and/exercise and those suffering from mild cognitive impairment (Herold et al., 2018). Development of cognitive skills can be taught effectively using AR, which would be effective for senior adults. AR can effectively teach skills such as; blogging, a new language, photography, photo/video editing, dancing, acting, and self-help skills such as health and wellness, preparing meals and physical strength exercises. The immersive learning experiences using AR will help the learner practically use different equipment or apply different processes.
Research on augmented reality would be best by the use of qualitative research and quantitative research. Qualitative research involves “immersing oneself in a scene and trying to make sense of it” (Tracy, p. 3, 2020). This would involve in-person observation (observing how the senior adult learners use and interact with the AR tools). Interviews after various experiences with the AR tools would be conducted with the senior citizens. Since the participants would be senior citizens, the interviews would be a mixture of focus-group discussions and one-on-one interviews. Observation of their attitudes towards using AR tools would include actions, conversations while using the AR tools, voice intonations, facial twitches, and physical activities. A phronetic research approach (Tracy, 2020) to the research would be used as the research approach suggests that “ qualitative data can be systematically gathered, organized, interpreted, analyzed, and communicated to address pressing concerns and prompt change” (Tracy, p. 2, 2020). The research investigates the benefits, problems, and risks of senior citizens using AR to learn new skills and senior citizens’ attitude to using AR to learn new skills. A qualitative survey would be given to the senior citizens that would request them to rate their attitude towards the VR tools and how effectively they have learned the new activity using AR. A great example of use of AR training senior citizens is a video by Chang (2019), who explains on the importance of AR in training senior citizens on developing cognitive skills and spatial optimization.
Video on How Augmented Reality Would Help Senior Citizens (Chang, 2019)
The qualitative research study questions on the effectiveness of AR in senior adults’ education would be:
- What do you think about technology as a learning tool?
- What do you think about augmented reality technology?
- Describe how AR helped you learn the new skills?
- What are some of the challenges you encountered using the AR tools?
The quantitative research questions would be in the form of a rating scale. Below is an example of the proposed rating scale.
Please rate your level of satisfaction with the following aspects of the AR tool:
| Very Satisfied | Somewhat Satisfied | Neutral | Somewhat Unsatisfied | Very Unsatisfied | |
| Ease of use | |||||
| Security | |||||
| Consistency with Interface | |||||
| Helps in teaching new skills. | |||||
| Navigation | |||||
| Makes learning fun. | |||||
Some research studies have been carried out on use of technology in teaching senior adult learners and how to increase their cognitive thinking skills. These include:
- Wong, Y., Wong, Y., Chen, H., Chen, H., Lee, V. W. P., Lee, V. W. P., . . . Law, C. (2014). Empowerment of senior citizens via the learning of information and communication technology. Ageing International, 39(2), 144-162. doi:10.1007/s12126-013-9185-4
This research article presents a research study on the importance of promoting digital literacy and internet training to older learners to promote digital inclusion. The research study’s findings showed that computer and internet literacy improve senior citizens’ self-efficacy, empowerment, and increased communication methods with others in society.
2. Cozza, M., De Angeli, A., & Tonolli, L. (2017). Ubiquitous technologies for older people. Personal and Ubiquitous Computing, 21(3), 607-619. doi:10.1007/s00779-017-1003-7
The research article identifies three types of assistive technologies; supportive, responsive, and preventive. Supportive technologies help individuals perform tasks on independently, responsive assistive technologies help risk management and raise alarms, and preventive technologies help in predictive problems and provide interventions.
3. Ibanez, M. B., Di-Serio, A., Villaran-Molina, D., & Delgado-Kloos, C. (2015). Support for augmented reality simulation systems: The effects of scaffolding on learning outcomes and behavior patterns. IEEE Transactions on Learning Technologies, 9(1), 46-56.
The research article states that AR can help in focus the learner’s attention on subject matters that are difficult to master. AR also promotes self-directed learning, and learners learn decision-making skills as they select the order of performance and learning resources.
Senior citizens can use augmented reality (AR) as an assistive technology in learning both formal and non-formal skills. It will help them increase their knowledge in real-world scenarios, thus easily applying their learning experiences in real-life tasks. A great product currently in the market that helps in learning for both senior and young students is Lü-Interactive Playground. It provides an immersive and interactive learning environment for academic subjects and physical education (gym technology). Various research studies have been done on how it impacts students’ learning in k-12 learning environments. Lü-Interactive Playground is slowly being integrated into senior citizens’ recreation centers. Future research should be on how it impacts senior citizens’ learning and development of cognitive and decision-making skills.
References
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133-149.
Chang, M. (2019, July 1). ARotation_An Augmented Reality Based Spatial Visualization Training Game for the Elderly. Retrieved November 23, 2020 from https://www.youtube.com/watch?v=bDHzhqRejY0
Herold, F., Hamacher, D., Schega, L., & Müller, N. G. (2018). Thinking while moving or moving while thinking – concepts of motor-cognitive training for cognitive performance enhancement. Frontiers in Aging Neuroscience, 10, 228-228. doi:10.3389/fnagi.2018.00228
Lee, K. (2012). Augmented reality in education and training. Techtrends, 56(2), 13-21. doi:10.1007/s11528-012-0559-3
Tracy, S. J. (2020). Qualitative research methods. Collecting evidence, crafting analysis, communication impact. Medford, MA: John Wiley & Sons, Inc.
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