Abstract
□
The main purpose of this study is to analyze major issues facing the use of AR/VR in TVET and to develop policy proposals to address these issues.
□ The issues that need to be considered when using AR/VR in TVET programs were derived
from case studies and an expert advisory meeting.
□ The validity of the issues derived were verified through a Delphi survey, and subsequently,
issues were drawn for the preparation step (issues for pre-review and field selection), introduction step (issues for financing, infrastructure construction, and content sourcing), and application step (teaching and learning, infrastructure operation and management, content improvement and management).
▸Keywords: TVET, AR/VR, issue analysis, Delphi survey
Ⅰ. Background and Purpose
□ The major issues facing the use of AR/VR in technical and vocational education and training (TVET) were analyzed and presented.
◦ In the field of TVET in secondary education, policy efforts have been made to improve in-person
practicum education such as the application of the National Competency Standards (NCS), apprenticeship training, and improvement of the on-the-job (OJT) training system.
- TVET emphasizes workplace-based field training. Due to the outbreak of COVID-19, however, online classes have been introduced for TVET programs with few alternatives at hand, which has led to great confusion.
- As a result, some would argue that TVET should be prioritized for the use of AR/VR technologies as an alternative or complementary teaching tool.
◦
This study aims to analyze and present major issues faced by the educational field during the use of AR/VR in TVET. To this end, an exploratory review was conducted on cases of the application of AR/VR technologies in the context of TVET, key issues were summarized, and future policy directions in connection therewith were suggested.
Analysis of Major Issues for the Use of AR/VR in TVET
▸Author: Jung Eun-jin, Associate Research Fellow Tel: 044-415-5292 / e-mail: [email protected]
Ⅱ. Research Overview and Findings
1. Research Subjects
□ Case studies and Delphi survey
◦
Case studies
- Two high schools and three universities with experience using VR for TVET were selected to closely examine the background, progress (pros and cons in application), and issues faced during introduction.
◦
Delphi survey
- In order to verify the validity of issues derived from the case studies and expert advisory meeting, two rounds of Delphi survey (modified Delphi technique applied) were conducted (1st round:
June 4–8, 2020 / 2nd round: June 11–15, 2020) on 12 experts (4 from educational engineering, 4 from technical engineering, and 4 from TVET).
2. Research Findings
◦
The issues identified through the Delphi survey are shown in Table 1.
Step Details of Issues
1. Issues in Preparation Phase (11)
1-1. Pre-review
1. Phenomenon that focuses on the WOW effect of new technologies rather than the necessity of introducing AR/VR to achieve the original purpose of TVET
2. Lack of prioritization of reviewing class design with AR/VR and teaching and learning methods 3. HMD-wearing only considered although AR/VR can be used in various ways
4. Absence of a master plan such as a mid- to long-term plan for use and estimated budget for recurring expenses in the future
5. Lack of pre-review on the possibility of content sourcing for the field to introduce AR/VR 6. Lack of understanding of stakeholders about the effectiveness of the use of AR/VR in TVET
1-2. Considerations in field selection
1. Infeasible contents due to high risks involved if applied to the actual practice area
2. Infeasible contents for learners to practice on a regular basis with bulky training equipment involved and high costs incurred
3. Contents that require repeated practice for mastery
4. Contents that learners can understand better when they observe in 3D
5. Limited school environments to perform tasks that require different work environments 2. Issues in Introduction Phase (11)
2-1. Financing
1. Necessity to secure additional budget to introduce AR/VR in addition to the existing budget for laboratory and practice equipment
2. Necessity of additional funding efforts for the project due to lack of school financial resources (Office of Table 1. Issues derived from the use of AR/VR in TVET
Step Details of Issues Education, local government, etc.)
2-2. Infrastructure construction
1. Necessity to create a wired and wireless internet environment in the school
2. Limited download and streaming of large-volume AR/VR content due to school server capacity constraints 3. Restrictions on purchasing equipment such as high-performance PCs due to related administrative regulations 4. Necessity to design a separate space for the use of AR/VR and coordinate the creation of the space if
desired
5. Lack of prioritization of considering the methods to utilize AR/VR in existing spaces
2-3. Content sourcing
1. Lack of realistic AR/VR content in the field of study
2. Limitation of self-development by the school due to lack of budget
3. Limitation of modification of the level of difficulty, length, or others of pre-developed AR/VR contents to suit the school environment
4. Restrictions in utilizing pre-developed AR/VR content when it features equipment different from that of the school (12)
3. Issues in Application Phase (12)
3-1. Teaching and learning
1. Lack of various teaching and learning strategies and cases related to AR/VR classes in TVET 2. Unexpected errors in performance and operation due to excessive movement caused by the excessive
immersion of the learner
3. Individual differences in perception of dizziness, visual fatigue, and level of fatigue when using AR/VR 4. Impact of AR/VR experience of learners on the results and evaluation of performance in actual practice 5. When AR/VR content is provided in remote classes, a gap in access to AR/VR contents that are distributed
from remote classes depending on possession of a PC at home
3-2. Infrastructure operation and
management
1. Necessity of thorough hygiene management since sharing devices for the use of AR/VR can make learners vulnerable to infection
2. (When HMD, glasses, etc., in use) Necessity to check self-diagnosis questionnaire and health check in advance
3. (When HMD, glasses, etc., in use) Necessity of preventing collisions or other incidents by installing safety guards
4. Additional costs incurred for equipment maintenance, repair, and update
3-3. Content improvement and
management
1. Necessity to respond to the demand for various contents to be used on a semester or annual basis 2. Necessity to improve and revise contents periodically as the same content repeated reduces the immersion
of the learner
3. Necessity to strengthen factors related to safety in the content to prevent dizziness and risks based on learner experience
Ⅲ. Conclusions and Policy Proposals
□ The details of the policy proposals and expected effects are summarized in Table 2 below.
∙ Relevant Ministry: Ministry of Employment and Labor
Policy Proposals Expected Effects
[Preparation Phase] Why should AR/VR be introduced in TVET?
∙ Creating a teaching and learning model for TVET using AR/VR and setting the purpose of introduction
∙ Verifying effectiveness preliminarily through applying to model schools
∙ Formulation of a consensus on the clear reasons for introducing AR/VR in TVET
∙ Spread of new teaching and learning methods in TVET
[Introduction Phase] How should AR/VR be introduced in TVET?
∙ Developing AR/VR contents for the field of TVET
∙ Supporting and consulting infrastructure creation
∙ Easing regulations through revision of related laws
∙ Promotion of the development of various high-quality contents
∙ Substantive education in the field of high-risk, high-cost, and difficult-to-implement practicum and training by introducing AR/VR as a supplementary tool to actual lab practice
∙ Creation of a foothold for the introduction of AR/VR that suits the school environment beyond benchmarking universal cases and for continuous operation through expert support
∙ Diversification of learners’ options (increasing students’ interest through various methods, allowing them to choose the device that suits them)
[Application Phase] What should be considered when continuously using AR/VR in TEVT?
∙ Developing a system for performance management and feedback
∙ Preparaing new guidelines for the operation of experiment and practice labs (safety, etc.)
∙ Stabilization of the utilization of AR/VR in TVET
∙ Qualitative improvement of the curriculum by identifying opportunities for improvement through performance management and feedback
∙ Improvement of acceptance of new devices and minimization of possible side effects caused by the use of AR/VR Table 2. Policy Proposals and Expected Effects
