Capstone Feature: Augmented Reality
Similar to other industries, education continues to benefit from technological advancements, making learning more accessible, engaging, and effective for students everywhere. Likewise, MGC New Life Christian Academy (MGCNLCA) is no exception to this wave of innovation. For their capstone project, researchers Nathan Go, Caitlyn Sy, and Timothy Tan proposed integrating augmented reality (AR) into the Grade 10 science curriculum.
For years, the Philippine education system has struggled with substandard student performance, especially in science. A 2021 World Bank report ranked the Philippines 78th out of 79 countries in scientific literacy. Recognizing this challenge, the MGCNLCA researchers set out to address this problem by developing an AR website specifically for teaching a notoriously difficult-to-visualize subject: biomolecules.
AR technology allows digital images or information to be projected into the real world. It typically requires a device with a camera and display, such as a smartphone. When the device is pointed at a real-world object or location, it can analyze the surroundings, overlay digital content, and make it seem like the digital content exists in real life.
One of the most well-known examples of AR is the game Pokemon Go. In this game, players can use their phones to capture and battle Pokemon that appear to be in their actual surroundings. With the power of AR, Pokemon Go has captivated millions of people worldwide.
Using the same technology, the MGCNLCA researchers created a website that allowed students to scan QR codes in their lesson notes and view detailed 3D models of biomolecules on their mobile devices.
“It was my group’s hobby and passion to do robotics and technology,” said Timothy Tan, a member of the research group.
“We did it because we love the school,” he added.
After AR was introduced to the Grade 10 science classrooms, the researchers found an immediate impact on students and teachers, reporting higher levels of interest and engagement in the subject. A survey conducted after the AR lessons showed that students found the experience enjoyable, with the researchers finding that students rated AR’s impact on their interest in the class at an impressive 4.74 out of five.
This enthusiasm translated into better focus and comprehension. The students’ ability to visualize complex macromolecules and interact with the models often helped them grasp the concepts better. Mrs. Pinlac, the then-Junior High School B supervisor, noted that AR "brings learning to life.” Students did not just passively receive information; they were actively participating, engaging with the material, interacting with the models, and deepening their understanding through hands-on learning.
Nonetheless, the integration of AR in classrooms, though positively received, faced several challenges. One of these was the technological limitations of students' devices since using AR technology requires high processing power. Some students also encountered technical glitches. Additionally, teachers needed proper training to effectively use AR in lessons, as they had to learn how to properly utilize the technology.
Overall, the paper concluded that AR has the potential to change science education in schools by making lessons more engaging and interactive. However, various logistical and technical challenges still need to be addressed.
As schools continue to explore the potential of AR, one thing is clear: the future of education may well be augmented.
Sources:
https://drive.google.com/drive/folders/1vS1aGKQ6FMvRsQtKvq2bGdObj6b4Brns
