Exploring The Business Model For Virtual And Augmented Reality In Education Essay.

Difference between virtual and augmented reality

Question:

Discuss About The Education Requires Adequate Management?

Before delving into the business side of the technologies, let’s highlight the main differences between the two. For one, these technologies would support the existing education system so as to improve the delivery of service, which in this case is providing information to users. Nevertheless, Virtual and Augmented reality stem from the same concept of altering the users’ perception of reality, however, they both hold contradicting results or operational structures. Virtual reality creates new environments for technological operations. This outcome or functionality is achieved by transposing the user to new and artificial platforms (environments). On the other hand, augmented reality inscribes new ideas into the existing systems, which means it does not change the physical or existing environment but it generates additional user components (Chavan, 2016).

Since both technologies will alter the delivery of education services, they both have a common business model. Furthermore, as stated above, they both increase the efficiency of services delivered by extending digital resources to the physical world (Hua & Herstein, 2003). In essence, this business model assesses the education industry and the impact it may get from acquiring technologies that expand its existing information systems (IS). Therefore, although they vary in operational structure, their overall goal is similar, which outlines the following business model.

(Bobeshko, 2016)

The education industry has for a long time used virtual reality to achieve its goals more so, through training which has facilitated the growth of computer aided systems such as CBT (computer based training). Furthermore, the application of VR in the education sector has broadly been based on the capabilities it possesses where it furnishes ideas to users in a manner that cannot be achieved by any other medium or form of education (Pantelidis, 2012). This notion is not only true but is proven by the success of programmable mediums which were the initial concepts of VR. At the start simple devices such as calculators offered fast environments where calculations could be done, a functionality that was enhanced by programmable chips.

The education industry has for a long time used virtual reality to achieve its goals more so, through training which has facilitated the growth of computer aided systems such as CBT (computer based training). Furthermore, the application of VR in the education sector has broadly been based on the capabilities it possesses where it furnishes ideas to users in a manner that cannot be achieved by any other medium or form of education (Pantelidis, 2012). This notion is not only true but is proven by the success of programmable mediums which were the initial concepts of VR. At the start, simple devices such as calculators offered fast environments where calculations could be done, a functionality that was enhanced by programmable chips.

Benefits of VR and AR in education

In the past few years, cyberspace or the internet has rapidly transformed the application of VR in the education sector. First, real-time applications have facilitated students, staff and administration in their day to day activities. Moreover, the same medium has enhanced collaboration by introducing virtual worlds that users can use to communicate. Finally, the introduction of smart systems e.g. smartphones which have brought VR to the stakeholders of the education sectors. For instance, students’ access, transfer and edit content online while participating in socialisation affairs (Gutierrez, Mora, Diaz, & Marrero, 2016).

At its inception in the early 90s, AR was used in institutions of higher learning, where pilots were taught using layering applications that combined real-life objects with artificial objects. This technology has grown over the years where the collaboration of digital environments has facilitated tutors to engage students in developing real world solutions at artificial environments. Consider the concept of computer aided design (CAD), where users use a wide range of tools to develop solutions such as architectural drawing and electrical schematics. These tools offer an artificial environment that the user e.g. a student uses to implement ideas through physical objects (mouse, keyboard or markers) (Chen, Liu, Cheng, & Huang, 2017).

In general, AR can be broadly classified into two; market based and marker-less based AR. Marker based AR will use three distinct elements, a booklet to house the marker data, a gripper that converts data between the different platforms and a cube that transforms content into a 3D representation. On the other hand, marker-less AR will use tracking facilities to mark content onto the virtual environment. These facilities include global positioning system (GPS) and image recognition Softwares (Lee, 2016).

According to Statista (2016), the education industry holds a significant role in the adaptation and application of VR and AR systems. This outcome is facilitated by the size of the industry and by the level of diversification. Furthermore, the same outcome is facilitated by the sector’s position in the world where it holds a mandatory component for developing the society. Now, with this in mind, the following customer segments are identified for both AR and VR (Rosoff, 2016).

1. Students: A huge market share, owing to the number of participants, this includes young children who can transpose their formal education requirements into virtual systems to enhance their understanding. Moreover, students in higher education levels can develop real world solutions through the interactive techniques of both AR and VR.
2. Tutors: VR and AR are virtualization techniques that capitalize on the visual representation of information. Instead of using physical representation or models, these technologies can act as all inclusive systems for virtualization roles. Furthermore, they can be tailored to fit all market segments i.e. age, gender, preferences and field of study.
3. Academic institutions/departments: like all other technologies, AR and VR offer efficient resources that deliver services to users at affordable prices. Consider architectural institutions/departments. The cost of buying drawing paper, pens and other accompanying resources are replaced by a one off purchase of a CAD(Lee, Augmented Reality in Education and Training, 2016).

Inquiry – the industry’s stakeholders evaluate the features and attributes of VR and AR systems. Again, this is aided by social networks and expert reviews which are also minor representations of the technologies because the cyberspace is used (Rouse, 2017).

Comparison – several service provider as highlighted in the business model are available. Each one of these providers offers a unique service element. A consideration is made based on user needs and preferences.

Business model for implementing VR and AR in education

Purchase – after being satisfied by the service and product inquiry, the user’s acquires the product.

Installation – VR and AR technologies require computational resources which are met using IT infrastructures such as servers (storage), processors and networks. These resources are either acquired or leased from CSPs (Cloud solutions) which highlight the second need for service providers.

Decision- at this stage the customer is either satisfied by the service, in which case he/she recommends it to others. Furthermore, the technology stands to grow in such an outcome as subsequent acquisitions will take place. However, unsatisfied customers avoid and deter others from acquiring the same product (MIT, 2012).

Augmented reality has a higher engagement factor owing to its platform collaboration where users combine the attributes of the real world with those of the digital environment. Furthermore, AR creates a realistic set up for impacting knowledge on users as implementable ideas are fulfilled. Therefore, unlike VR which create a false sense of reality based on rendered environments, AR combines the rules of the real world with those of artificial platforms. In addition to this, the technology physically engages the users who in the education industry are mostly students. These students need a platform where a realistic feedback is given by the platform in order to acquire a sense of fulfilment, a vital aspect of learning (Coie, 2016).

Conclusion

In both technologies, the users are immersed in a new reality that enhances their understanding, an outcome that promotes thinking and innovation. However, as seen before, the methods used to give the said outcome differ greatly. AR on its part is a critical tool for the education sector as it enables the user to merge theoretical concepts with practical elements. Through this functionality, AR has been outlined as the favourable technology for this application, a step that verifies its commercial success. Nevertheless, the future will see both technologies compete with each other in an attempt to influence the outcome of virtualization.

References

Bobeshko, A. (2016). Which business model should you choose for VR/AR projects? VR 360, Retrieved 23 August, 2017, from: https://www.virtualreality-news.net/news/2016/aug/08/which-business-model-should-you-choose-vrar-projects/.

Chavan, S. (2016). Augmented Reality vs. Virtual Reality Differences and Similaritie. International Journal of Advanced Research in Computer Engineering & Technology, Retrieved 23 August, 2017, from: https://ijarcet.org/wp-content/uploads/IJARCET-VOL-5-ISSUE-6-1947-1952.pdf.

Chen, P., Liu, X., Cheng, W., & Huang, R. (2017). A review of using Augmented Reality in Education from 2011 to 2016. Retrieved 23 August, 2017, from: https://www.springer.com/cda/content/document/cda_downloaddocument/9789811024184-c2.pdf?SGWID=0-0-45-1588768-p180206351.

Coie, P. (2016). 2016 Augmented and virtual reality survey report. Upload, Retrieved 23 August, 2017, from: https://dpntax5jbd3l.cloudfront.net/images/content/1/5/v2/158662/2016-VR-AR-Survey.pdf.

Gutierrez, J., Mora, C., Diaz, B., & Marrero, A. (2016). Virtual Technologies Trends in Education. EURASIA Journal of Mathematics Science and Technology Education, Retrieved 23 August, 2017, from: https://www.iserjournals.com/journals/eurasia/download/10.12973/eurasia.2017.00626a.

Hua, H., & Herstein, J. (2003). Education management information system (EMIS). Harvard University, Retrieved 23 August, 2017, from: https://www.infodev.org/infodev-files/resource/InfodevDocuments_188.pdf.

Lee, K. (2016). Augmented Reality in Education and Training. Springer link, Retrieved 23 August, 2017: https://link.springer.com/article/10.1007/s11528-012-0559-3.

Lee, K. (2016). Augmented Reality in Education and Training. University of Northern Colorado & KOSHA, Retrieved 23 August, 2017, from: https://quality4digitallearning.org/wp-content/uploads/2016/03/Augmented-Reality-in-Education-and-Training.pdf.

MIT. (2012). The first critical task of strategy. Customer segmentation, Retrieved 23 August, 2017, from: https://ocw.mit.edu/courses/sloan-school-of-management/15-904-strategic-management-ii-fall-2005/lecture-notes/custseg.pdf.

Pantelidis, V. (2012). Reasons to Use Virtual Reality in Education and Training Courses and a Model to Determine When to Use Virtual Reality. THEMES IN SCIENCE AND TECHNOLOGY EDUCATION, Retrieved 23 August, 2017, from: https://earthlab.uoi.gr/theste/index.php/theste/article/download/22/17.

Rosoff, M. (2016). Here's where the big money will be made in virtual reality. Business insider, Retrieved 23 August, 2017, from: https://www.businessinsider.com/goldman-sachs-vr-and-ar-market-size-and-segmentation-2016-4?IR=T.

Rouse, M. (2017). Customer journey map. Techtarget, Retrieved 23 August, 2017, from: https://searchsalesforce.techtarget.com/definition/customer-journey-map.