Page 65 - ITU Journal, ICT Discoveries, Volume 3, No. 1, June 2020 Special issue: The future of video and immersive media

ITU Journal: ICT Discoveries, Vol. 3(1), June 2020

BEYOND THE FRONTIERS OF EDUCATION:
HOW IMMERSIVE MEDIA CHANGES THE WAY WE LEARN

Max M. Louwerse, Marie Nilsenova-Postma, H. Anna T. van Limpt-Broers, Tycho T. de Back, Angelica M. Tinga, Maarten
Horden
Tilburg University, The Netherlands

Abstract –Many studies have demonstrated that by embracing technological developments the quality of
education improves, with evidence coming from virtual reality, serious gaming, and intelligent tutoring
systems. In addition, by taking advantage of sensing technologies and learning analytics it becomes possible
to monitor individual and group learning performance online and intervene when a student struggles, thus
providing personalized education. However, immersive media offers an extra advantage, one that can affect
many. Whereas in the past, educational technologies were implemented locally, within a school or school
district, it has become conceivable to put new technological opportunities into effect worldwide. By taking
advantage of cloud computing, 5G networks, and virtual reality headsets (or their proxies), it is now possible
to deliver educational content that is developed anywhere in the world, everywhere in the world. The current
paper describes what it takes to provide high quality education worldwide, given the existing hardware and
software options, and illustrates these opportunities with the SpaceBuzz initiative and the accompanying
educational program.

Keywords – Artificial intelligence, education, intelligent tutoring systems, learning analytics, serious
gaming, virtual reality.

An additional concern is that education does not
1. INTRODUCTION
adapt to the societal changes facing populations
When it comes to our educational systems there is worldwide. For instance, the National Center for
every reason for optimism, but there are likewise Educational Statistics [2] results show a deep divide
reasons for concern. The Organisation de between student knowledge and procedures, and
Coopération et de Développement Économiques their understanding of applying that knowledge
(OECD) Programme for International Student through reasoning and inquiry, drawing the
Assessment (PISA) has for almost two decades following conclusion: “Seldom has such a consistent
evaluated education systems worldwide by testing message been sent across K-16+ as to the need for
the skills and knowledge of 15-year-old students, substantial change in what we expect students to
representing 28 million students in 72 countries know and be able to do in science, how science
and economies [1]. The PISA findings give reasons should be taught, and how it should be assessed” [3].
for optimism about student performance. Eight Another multi-year, multi-country OECD study
percent of students across OECD countries are top demonstrates that more emphasis is needed on social and
performers in science, and science performance of emotional skills [4]. According to this study, skills such as
the majority of countries has remained the same responsibility, teamwork, perseverance and creativity
since 2006. At the same time, however, 20 percent become acutely important in today’s society, even more
of students in OECD countries do not attain a important than knowledge itself. Currently, these skills are
baseline level of proficiency in reading. Students not consistently developed inside the existing educational
report a broad interest in science topics and systems.
recognize the importance of science, yet only a
minority of students report that they participate in Formal education is constrained by national
science activities. According to the PISA legislation and compliance. Yet it is supported and
recommendations, disadvantaged students and nourished by a more flexible system of informal
those who struggle with science would benefit from education, a learning that does not feel like learning.
additional support, to develop a lifelong interest in Informal science education presents opportunities
the subject. for lifelong learning in fields such as science,

© International Telecommunication Union, 2020 43