Introduction: Indian education system still uses textbooks-based learning or some sort of digital modes for explaining the concepts to the children. These may benefit to some students, but young minds prefer learning in a fun way. Once they start learning complex concepts especially in mathematics, physics, or subjects like history they feel bored and hence they loose interest in the subject. Augmented Reality is a technology that bridges the gap between physical and virtual world and gives immersive experience to the user. Augmented Reality is widely used in higher education but the implementation at primary level is still limited. Therefore, the purpose of this research is to find the critical barriers to augmented reality technology in Indian education sector for K-5 school going children to allow its wider adoption. The objective is to identify the gaps and those hinderences to the wider usage so that obstacles can be handled before developing the AR applications. Objectives: The objective of this research is to find the influencing factors impacting the adoption of AR in education sector. The study also aims to find the important sub factors influencing the adoption of AR in education sector. Methods: The paper first identifies different factors influencing the adoption of AR in education sector of India for K-5 school children based on existing literature. After that, they were prioritized using AHP to determine their relative importance. The AHP is a multi-criteria decision making (MCDM) method that incorporates all aspects into a hierarchical model and bases its importance on pairwise comparisons using the Satty scale. Fifteen influencing factors were catergized into four main factors namely Pedagogy (P), Content (C), Technical Resources (TR) and Layout and Design (L&D). A survey containing pair-wise comparisons of factors and sub factors were collected from ten experts working in a higher position in different companies and in the education sector with a minimum of 10 years of experience. Results: Based on the result obtained, the findings reveal that “Pedagogy” and “Content” are the most important factors which influence the adoption of AR in education sector. Aditionnaly, simplicity/usability in AR mobile applications, proper content matching with school standards, teacher training for new advancements in the technology, and availability of resources are the important sub factors to considered before implementing AR applications for the school children. Conclusions: The study has given the conceptual model which has addressed several factors and sub factors to be taken care of for successful adoption of AR in education among school children. This research assist policymakers, industrialists, and institutional leaders in designing practical augmented reality (AR) initiatives. Originality/value: Most of the literature focuses on the factors influencing the adoption of AR in different industries and countries but very few studies have focused on K-5 class group children in India. This research plays vital role in those education setups where teaching using latest technoglies is mandatory. The present study also contributes to this area by formulating a research problem as an MCDM problem and by using AHP as a methodology to determine the weigths of factors and sub-factors infleucnign the adoption of AR in education sector.
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