Using Augmented Reality and a Social Robot to Teach Geography in Primary School

Abstract

In recent years new and innovative technologies have been introduced in many sectors, including the field of Education. Augmented Reality (AR) can be beneficial for students, facilitating learning. At the same time, the use of social robots as tutors seems to have positive outcomes in the educational process. In the present study, we examined the use of those technologies in teaching Geography to primary school students, comparing the learning outcomes with each technology. Two experimental and one control group were formed. The control group was taught Geography using a Powerpoint presentation and a human teacher. In one experimental group, AR technology was implemented, while in the other experimental group, social robot NAO acted as the tutor. Pre-tests, post-tests, delayed post-tests and observation sheets were used to collect the data. The results showed that there is no significant difference between the groups regarding students’ learning achievement. However, the implementations provided useful feedback regarding the utilization of AR and social robotics in the classroom. Future research will examine the simultaneous use of both AR and social robots in the classroom to study its applicability, characteristics and outcomes.