Categoria: News

I came across this question in various meetings and conversations. Although similar in many ways, the so-called immersive technologies represented by augmented reality (AR), virtual reality (VR) and mixed reality (MR) have important differences in their proposal.

The most famous one is virtual reality. Mostly because of the strong symbolism represented by the use of special glasses to access this technology. On the other hand, the most accessible, scalable and which is expected to become increasingly popular is augmented reality. It requires only a smartphone to access it, current available to 60% of Brazilians and 80% of Europeans. Mixed reality, on the other hand, is the least known and can be considered a mixture of AR and VR and its access is accomplished through a special equipment such as Microsoft’s Hololens glasses.

Let’s understand better these 3 technologies in a more detailed way:

Virtual Reality (VR)

It provides total virtual immersion experience, moving the user from the real world to another totally simulated by computer. It is possible, for example, to see yourself inside a game or take sight tours around the globe without leaving physically a place. At the beginning, its use was greatly represented in game industry. Over time, it has also been used in several other sectors such as health, education, engineering, events and tourism.

The experience takes place through the use of special glasses like Facebook’s Oculus Quest, which works autonomously or by a smartphone compatible equipment such as the Samsung Gear VR. In a quick web search, several VR glasses options are available. For those looking for a more affordable equipment for example, Google Cardboard can be found for just US$ 15 on the internet. The user can manually assemble the cardboard glasses and then attach a cell phone compatible with virtual reality applications.

VR applications are already used in different sectors and for the most diverse purposes. To name a few examples:  doctors while preparing for surgical procedures, soldiers in combat simulations, athletes in competition training, children, youth and adults during learning processes, among others.

Augmented Reality (AR)

It became popular all over the world due to the Pokémon GO phenomenon, the most known augmented reality application. Unlike VR, augmented reality is a technology that inserts virtual elements in real environments, such as images, videos, 3D objects, games, external links, etc. Accessible by a smartphone or tablet compatible with AR applications, or even through special glasses which should start reaching the market with more intensity next year. Apple should announce 2021 Apple Glass launch by the end of this year. Technology giants like Google and Facebook should make announcements soon too. Other players will surely emerge not only with glasses offers but also AR contact lenses. It’s been speculated that Apple’s glasses will hit the market at prices starting at $ 500. However, the imminent increase in competition should result in price reduction and thus favor the people’s access to this equipment.

Augmented reality goes far beyond entertainment. It is a very useful resource which generates important positive impacts on strategic indicators. The cosmetics brand L’Oreal launched its TryOn action allowing consumers to virtually try different products. The result: 80% conversion into sales. The retailer chain IKEA has also been very successful launching its IKEA Place app allowing customers to virtually view store products inserted in their homes with 98% accuracy. Companies from diverse sectors are already using AR as an effective tool in sales, production, trainings, among others. Augmented reality technology can enrich travel experiences in different situations, bringing important content and updated in real time on monuments, parks, restaurants, hotels, transportation systems, among others. Information and interactive contents would immediately appear on the traveller’s cell phone screen when aiming its device’s camera with an AR application.

Mixed reality (MR)

A mixed reality environment goes a step beyond augmented reality as users can interact with virtual objects as if they were part of the real world, eliminating the need for a smartphone or tablet screen.

To experience mixed reality, it is necessary to use an MR headset that allows interaction with 3D holograms and recognizes gestures, looks and sounds through motion controllers and MR headphones. The equipment’s processing power for this technology needs to be much greater than that used for virtual or augmented reality due to its greater operational complexity.

As the youngest in the immersive technology family, it is still little known in the market. However, some companies from different sectors and sizes have already invested in mixed reality projects. Ford, for example, already uses MR to create future vehicles prototypes, instead of making real prototypes that are much more expensive and time-consuming to make.

Simply put, the difference between virtual, augmented and mixed reality is:

• Virtual reality (VR): a totally immersive experience in which the user enters a fully digital environment through special VR glasses.

• Augmented reality (AR): an experience in which virtual objects are superimposed on the real world environment and can be viewed and accessed using smartphones, tablets or special AR glasses.

• Mixed reality (MR): allows interaction with 3D holograms in real environments and thus provides users with an immersive experience that mixes the real and the virtual in a fully integrated way.

Digital transformation is becoming more present in the classroom. Keep the new generation of students engaged with traditional teaching methods can be considered an impossible mission and even a huge mistake in education. We are dealing with a native digital audience that requires more dynamic, interactive and customized resources for learning. It is not about unengaging learning topics, but rather the traditional teaching methods.

In this context, it is possible to see that teachers are more frequently adding Augmented Reality into the classroom, proposing students a more interesting learning alternative through immersive experiences.
I would consider three topics to analyze the context of having Augmented Reality as a learning tool.

1. Resistance for adding digital solutions in teaching methods

There is still a significant level of resistance for many teachers in adopting digital solutions. If we think that one of the main reasons for the introduction of technology has always been to keep our lives better by saving time, narrowing communication flow, reducing physical distances, giving easy access to real time information, etc, technology can also improve our lives in education.

In my point of view, an exception to consider in this topic would be the introduction of technology for children, mainly before primary education level. It has been proved already by several studies the negative health impacts of excessive usage on children. However, from primary level on, some digital tools such as Augmented Reality could be gradually introduced as a valuable complementary resource to help in the learning process.

2. Augmented Reality can improve knowledge retention

Students need more interaction with the proposed subject and not only the content itself. An interactive and immersive experience can stimulate them much more than only reading or listening something. The human brain remembers much more things when stimulated by making or simulating reality. Therefore, an interactive experience brings a big difference in the learning process and Augmented Reality is the perfect technology for that.

3. Augmented Reality helps increase student’s concentration

Augmented Reality can improve concentration in studying. It may sound a bit strange once it is evident that one of the reasons for student’s distraction is mobile interaction for example. However, if the subject is taught with engaging technology, such as AR, it eliminates the need for students to find entertainment somewhere else. This is particularly beneficial for students who have trouble concentrating and struggle to take in and remember information. They can retain more information than they would gain from more traditional teaching methods.

Education is constantly changing according to the trends in society development. Nevertheless, the main reason for these shifts are not the new technologies but the new learners with their new needs and requirements.

In such an environment, learners can work and interact with virtual objects integrated to the real world. They explore and learn abstract theories and concepts much faster and easier with aspiration and motivation for deepening knowledge. Learners acquire key skills, knowledge and competences that enable them to take adequate and creative solutions to real problems.

We are happy to annouce the arrival of Professor Herbert João to the XPerience Extended Reality team. He will be responsible for coordinating the pedagogical department, with the primary mission of curating the company’s educational content and products.

With more than 15 years dedicated to Education and currently working as a researcher at the Faculty of Education at University of São Paulo – USP and also as an educator at the Institute of Physics of São Carlos University – USP, Herbert believes that technology-mediated teaching is fundamental in promoting engagement and effective learning.

Taking advantage of the experience in teaching and research in basic education, I hope to bring to this project elements that contribute to an active and stimulating learning for students.

Herbert João

A study by the Institute for the Future (IFTF) for Dell Technologies found that 85% of the professions that will exist in 2030 have not yet been created. Although many details about these new professions are still unclear, there is no doubt that the digital revolution will continue to be the driving force for this important transformation. As a father of 2 boys who will face this new scenario early in their professional careers, I ask myself: are we properly training the generation that will land in this new market?

By 2030, it is estimated that 16 million Brazilians will face changes in their careers due to technological advances. Since 2010, the number of industrial robots has grown at an average rate of 9% per year. In addition, it is projected that six out of ten jobs may have 30% of their activities automated. In view of the evidence that the digital transformation process is a path of no return, it becomes essential to focus efforts on the development of skills that enable the efficient and safe integration between humans and machines.

The ability to adapt to the modernization of the means of work and study will be crucial for professionals to enter and prosper in the market. It is evident, therefore, the need for a deep and urgent revision in current models of training young people and children, which are still linked to disconnected educational models.

In this context, schools should, for instance, start teaching students from the initial cycles HOW to learn and not only WHAT to learn. The development of skills such as autonomy, creativity, logic, emotional intelligence, judgment and technological knowledge should be the fundamentals of learning to better prepare today’s students to access the market of tomorrow in a safe and capable manner. In short, knowing how to learn through physical and digital platforms and creating a link with the diverse knowledge acquired will be more important than mastering a particular theme or discipline in depth.

When we look back at the job market, we see that most companies still prioritize technical knowledge during the process of hiring people. At the same time, these same companies fire a large part of their employees for behavioral problems, not technical. When we cross this context with the projected market scenario for 2030, it becomes even more evident that we need to promote changes in thinking and attitudes at the whole chain, from basic educational to professional performance.

This reflection allows me to conclude that our role in this scenario will be mainly related to the ability to integrate people and technologies in an intelligent and harmonious way. To make it happens successfully, it is essential that schools dedicate greater efforts to the development of socio-emotional competences and include digital tools for greater practical experimentation. Thus, I believe that we will have a generation of professionals better prepared to land in the future market.

The massive adoption of digital resources has become a reality for the majority of the world’s population who are in confinement due to the Covid-19 pandemic. At some point, everyone will have to use digital tools to carry out daily activities either for work, socialization, consumption or studies.

Herein, I will give more attention to the relevance of Augmented Reality technology in the educational context, since millions of children and young people were removed from the school environment and need to remain connected and motivated in their studies even remotely.

Engaging students in a distance learning model is one of the biggest challenges schools face around the world. One of the main reasons is due to the lack of digital resources that arouse interest in students.

In this context, Augmented Reality can be fundamental as it enables the transformation of traditional methods into more innovative, fun and attractive formats. In addition to providing students with the opportunity to develop a deeper understanding of various concepts, this type of resource also encourages them to ask questions and investigate further on what they are learning. They have the opportunity to perform virtually experiments that would often be impossible in real situations, such as a laboratory practice activity with manipulation of radioactive elements or even a rocket ride through the solar system.

However, there is still a predominant theoretical and analogical approach in the educational environment, which do not awakens interest in students. On the other hand, an important movement based on active methodology fortunately gains more and more strength in the market. As it can be inferred, this model proposes to expose students to roles of greater protagonism, stimulating research, experimentation and debate both inside and outside the classroom. Thus, the student is able to get more involved and retain content better, resulting in outstanding performance during the course.

Another important point is that students generally experience some degree of insecurity when faced with new challenges during their educational trajectory. In such cases, incorporating immersive technologies such as Augmented Reality can help them not only simulate something virtually and with absolute security, but mainly to learn more deeply new content through experimentation. For example, try to imagine the pressure that a medical student faces when dealing with a critical case for the first time. A misunderstanding about a concept or procedure can not only ruin his/her professional career in the future but mainly cost lives. By simulating virtually the same situation through an Augmented Reality application, it is possible to better prepare and then significantly reduce the risk of making mistakes in procedures with real patients.

In conclusion, I believe there will be definite changes in the way people interact with digital resources in their lives after this crisis has passed. This is also valid in the educational context. The importance of adopting tools such as Augmented Reality will become even more evident, allowing the combination of theory and practice. And even in situations that require social distance, it will be possible to maintain the fluidity of the learning process.