The Use of Augmented Reality and Artificial Intelligence Exercises to Improve Engagement in STEM Classes Chapter in Scopus uri icon

abstract

  • A fundamental problem in teaching today is that students have many distractions in their environment. Intelligent electronic devices, social media, and even virtual environments quickly capture students¿ attention and, in many cases, are more engaging than college science classes. To combat these distractions, we report using two digital tools, one augmented reality and the other Artificial Intelligence, in a structured process. Students are first introduced to the tools and then immersed in a virtual reality environment to acquire knowledge and skills. While the results of the analysis of the student's comments were encouraging, it is essential to note that using these tools also presented some challenges. For instance, there was a learning curve for both students and teachers when using the tools effectively. Additionally, the cost of implementing and maintaining these tools could be a potential barrier for some institutions. However, the grades acquired, especially in those subjects where they previously had a deficit, were improved by almost 30% on average, which leaves no room for doubt. Attention to science classes improves significantly, suggesting that teachers must be immersed in the new demand of education: the digital world. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

publication date

  • January 1, 2025