Abstract
The use of ICT has contributed significantly to improving the quality of educational programs offered by institutions. In this everchanging technologically advanced world, educators must cope with the inventions and advancements to cater to the students of this generation. With the help of ICT, individuals can generate awareness amongst students apart from augmenting their knowledge level in different aspects. The unexpected breakout of Covid-19, a fatal illness induced by a Corona Virus (SARS-CoV-2), terrified the whole world. Education is one of the notable sectors that is affected by the pandemic. The world is after ICT tools like remote meeting applications, online exams, Virtual Reality, Augmented Reality, etc., to improve the quality of education. Information communications technology has become an integral part of our life, and it is one of the necessities of the modern education system in the COVID-19 pandemic. However, teachers have a mixed opinion to adopt ICT or integrate Virtual Reality or Augmented reality in their routine. Several pieces of research have been carried out to highlight the significance of the use of ICT, VR, or AR tools in education. This study was carried out with a sample of 140 teaching professionals from different parts of India to ascertain the significance of using Virtual Reality and Augmented Reality with ICT tools for improving the quality of academic environments. The outcome of this study shows that the teachers agree and welcome the integration of Virtual Reality and Augmented reality to enhance the quality of education. At the same time, the analysis also showed that it is difficult for the students in rural areas to acquaint themselves with the technology. There is no significant moderating effect of gender noticed in this study.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Ben Guida, D. (2020). Augmented reality and virtual reality: A 360° immersion into western history of architecture. International Journal of Emerging Trends in Engineering Research, 8, 6051–6055.
Kerr, J., & Lawson, G. (2019). Augmented reality in design education: Landscape architecture studies as ar experience [J]. International Journal of Art & Design Education, 5(4), 3–6.
Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., & Sierra-Sánchez, V. (2020). The technological challenge facing higher education professors: Perceptions of ICT tools for developing 21st century skills. Sustainability, 12, 5339.
Olimova, D. Z. (2020). The effectiveness of the implementation of ICT in the learning process. European Scholar Journal (ESJ), 1(4), 9–10.
Mohammed, A., & Santosh, S. (2019). The use of ICT tools in English language teaching and learning: A literature review. 5(2), 29–32.
Kundu, A., Bej, T., & Dey, K. N. (2020). An empirical study on the correlation between teacher efficacy and ICT infrastructure. International Journal of Information and Learning Technology, 37(4), 213–238. https://doi.org/10.1108/IJILT-04-2020-0050
Yung, R., Lattimore, C. K., & Potter, L. E. (2021). Virtual Reality and tourism marketing: Conceptualising a framework on presence, emotion, and intention. Current Issues in Tourism, 24(11), 1505–1525.
Huang, K. T., Ball, C., Francis, J., Ratan, R., Boumis, J., & Fordham, J. (2019). Augmented versus virtual reality in education: An exploratory study examining science knowledge retention when using augmented reality/virtual reality mobile applications. 22(2), 105–109.
Naresh, R. (2020). Education after COVID-19 crisis based on ICT tools. 31(37), 464–468.
Flavián, C., Ibáñez-Sánchez, S., & Orús, C. (2021). Impacts of technological embodiment through Virtual Reality on potential guests’ emotions and engagement. Journal of Hospitality Marketing & Management, 30(1), 1–20.
Graziano, T., & Privitera, D. (2020). Cultural heritage, tourist attractiveness and Augmented Reality: Insights from Italy. Journal of Heritage Tourism, 15(6), 666–679.
Surovaya, E., Prayag, G., Yung, R., & Khoo-Lattimore, C. (2020). Telepresent or not? Virtual reality, service perceptions, emotions and post-consumption behaviors. Anatolia, 31(4), 620–635.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix A
Appendix A
This research aims to ascertain the significance of virtual reality (VR) and augmented reality (AR) use with ICT tools for improving the quality of academic environments. All responses to this questionnaire will be held and treated in strict confidence and used only for research purposes. Thank you very much for completing the questionnaire, and your contribution is very much appreciated.
Gender: • Male • Female • Transgender
Age: • Upto 34 • 35–49 • 50 and above
Educational Qualification: • Undergraduate (UG) • Postgraduate (PG) • Doctorate (Ph.D.)
VR & AR experience: • I have experienced VR or AR • I am aware of VR/AR but haven't used • I am not aware of VR or AR.
-
1.
ICT tools help in improving the quality of education
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
2.
ICT tools generate awareness amongst students in an easy and interesting manner
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
3.
ICT tools help students in completing their assignments in a much better way
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
4.
ICT has great potential in revamping the education system
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
5.
It is not a difficult process for teachers and students in rural areas to acquaint themselves with ICT tools
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
6.
ICT technologies such as Virtual Reality (VR) and Augmented Reality (AR) give a close look at reality to students through technology
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
7.
Virtual Reality (VR) and Augmented Reality (AR) depend mainly on the development of IT infrastructure
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
8.
Virtual Reality (VR) and Augmented Reality (AR) makes education more interesting for students
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
9.
It is important to make the entire education system ICT savvy for a better tomorrow
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
-
10.
The role of the ICT tools in education can contribute significantly to shaping the future of a country's economy
• Strongly Disagree • Disagree • Neither Agree nor Disagree • Agree • Strongly Agree.
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Raja, M., Lakshmi Priya, G.G. (2022). Using Virtual Reality and Augmented Reality with ICT Tools for Enhancing Quality in the Changing Academic Environment in COVID-19 Pandemic: An Empirical Study. In: Hamdan, A., Hassanien, A.E., Mescon, T., Alareeni, B. (eds) Technologies, Artificial Intelligence and the Future of Learning Post-COVID-19. Studies in Computational Intelligence, vol 1019. Springer, Cham. https://doi.org/10.1007/978-3-030-93921-2_26
Download citation
DOI: https://doi.org/10.1007/978-3-030-93921-2_26
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-93920-5
Online ISBN: 978-3-030-93921-2
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)