Humanizing User Experience Design Strategies with NEW Technologies: AR, VR, MR, ZOOM, ALLY and AI to Support Student Engagement and Retention in Higher Education

Abstract

This chapter highlights our survey that identifies faculty recommendations for incorporating emerging digital technologies to deliver eLearning content in online courses that help students learn more effectively. Results from the survey, which includes a sample of 478 online faculty at two higher education institutions, are presented.

In the findings of the survey, respondents identified several instructional technologies such as augmented reality (AR), virtual reality (VR), mixed reality (MR), and artificial intelligence (AI) as being on the cusp of changing learner engagement options and could soon become standard tools for the online course environment. While respondents predict an acceleration of new technology activity, they also caution that these technologies need a strong pedagogical foundation to match student needs and generate new use-learning real case scenarios.

This sentiment implies a more systematic approach to problem-solving that follows a process of identifying and refining multiple options to determine best practices for faculty preparation and staff development. The results of the survey included in this chapter are a directional means to help instructors and course designers explain what is relevant and exciting about techniques that can be employed and identify and use the emerging technological tools that enhance the delivery of instruction while meeting the ever-changing and dynamic needs of today’s learners.

Citation

Fisher, M.M. and Baird, D.E. (2020), "Humanizing User Experience Design Strategies with NEW Technologies: AR, VR, MR, ZOOM, ALLY and AI to Support Student Engagement and Retention in Higher Education", Sengupta, E., Blessinger, P. and Makhanya, M.S. (Ed.) International Perspectives on the Role of Technology in Humanizing Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 33), Emerald Publishing Limited, Leeds, pp. 105-129. https://doi.org/10.1108/S2055-364120200000033007