AR/VR drives into Indian classrooms
But the cost of infrastructure for a medium of instruction with virtual reality and augmented reality can prove to be a challenge, especially for private schools, writes Debarghya Sanyal
Standing in a perfect circle, a group of middle school children point their smartphones at the empty spot in the centre. Their teacher has asked them to google “skeletal system” and click on the “view in 3D” option. Soon, looking through their screens, a human skeleton seems to have appeared in their classroom. As they rotate and tilt their phones, the teacher guides them through the bones and joints of the human skeletal system.
If you think this is a scene from a science fiction movie or a school in Europe or the United States, think again. This is a classroom in Chennai High School (CHS) in Chintadripet, Chennai.
CHS isn’t the only school where such state-of-the art teaching methods are being used. During the pandemic, kindergarten students in Kerala’s AEM AUP school were surprised to find giant elephants walking into their classroom, or their teachers standing next to the Milky Way galaxy, as they logged in from their homes. Social science teacher Shyam Vengalloor introduced augmented reality (AR) in their online classes in an attempt at making the lessons more engaging.
Students of DLF Public School (DLFPS), Ghaziabad, have been using a virtual reality (VR) model of their home kitchen to discuss issues of domestic safety. The only two Sainik Schools for girls in the country now have their own VR labs. Schools in Andhra Pradesh, Assam, Nagaland, Gujarat, and Kerala have also invested in procuring AR/VR headsets for their students.
Indian school education is swiftly moving towards a new medium of instruction: AR and VR. It promises to transform India’s K-12 education from a primarily theory-heavy approach to a more practice-oriented ecosystem. In fact, the Central Board of Secondary Education (CBSE) has tied up with schools to educate students about using VR for innovation and research.
Soon, the National Education Society for Tribal Students, an autonomous organisation established under the Ministry of Tribal Affairs, will extend CBSE’S training modules to teachers and students at the Eklavya Model Residential Schools, which aim to provide quality education especially to children belonging to scheduled tribes.
Biswajit Saha, director at CBSE, says that the board is introducing AR/VR as a skill subject for grades 6-8, “so that students can get sensitised early and start thinking about how immersive technologies like AR/VR can be applied in a real-world environment. In the coming days, AR/VR will also be introduced as a specialised subject in grades 9-10 and as an elective in grades 11-12.”
CBSE’S initial circular notifying schools regarding the initiative received responses from nearly 10,000 principals, who were then requested to nominate teachers for training. More than 60,000 teachers have undergone training in AR/VR. Moreover, over 1,50,000 teachers and 1,00,000 students have been involved in AR/VR and the Digital
Citizenship Programme — CBSE’S precursor to the AR-VR modules.
Teachers point out that the immersive learning initiated by AR/VR boosts retention and comprehension of students. Says Kalpana Joshi, a teacher and mentor at DLFPS, “VR helps in prolonged retention of content. It supports visual learners as well as children with special learning abilities, as it is a much more engaging medium and helps with attention deficit.” DLFPS uses 360° virtual tour videos to help students understand scientific concepts like projectile motion, reflection and refraction, plant anatomy etc.
Kamlesh Vyas, partner at Deloitte India for education and skill development, adds, “VR can help students simulate situations that may be difficult,
MORE THAN 60,000 TEACHERS HAVE UNDERGONE TRAINING IN AR/VR. IMMERSIVE LEARNING BOOSTS RETENTION OF CONTENT, THEY SAY
expensive, unsafe, or impossible to create. For example, a student may be able to learn about the solar surface or visit the best museums in the world even when you cannot afford the actual trip.”
The challenges ahead
The cost of procuring the right infrastructure is the biggest stumbling block. Saha says that while government schools will receive financial aid from the ministries of education and of skill development and entrepreneurship, the procurement costs for private schools will ultimately fall on the participating students, at least in these initial stages.
Smt Godavari Devi Saraf Senior Secondary School in Vizianagaram district of Andhra Pradesh had to shell out nearly ~5 lakhs to acquire 32 VR headsets for its computer labs three years ago. It pays about ~1.5 lakh a year to renew the contract for these headsets.
Parents are also feeling the pinch. Maneka Raha (name changed) reveals that her son’s West Delhi-based private school, which recently acquired 10 VR headsets for their computer labs, has added ~500 to the monthly school fees under the “technology and equipment usage” header.
“The school has suggested possible AR/VR projects for the upcoming winter break. Several of my son’s classmates in Standard VII who already have VR headsets at home have chosen to work on these topics. Now my son wants to work on the projects too, but we can’t afford to buy him the equipment,” she says.
The training workshops for teachers conducted by 1 Million for 1 Billion (1M1B), a non-profit organisation accredited by the United Nations, talk about more pocket-friendly options for introducing VR in classrooms. Teachers will be trained in using free, online 3D browser-based modelling software like Tinkercad and Blender, while students are introduced to free AR apps like Google’s 3D search options and Skyview.
Manav Subodh, managing director at 1M1B, also believes that the “innovation in India’s headset market is sure to drive down costs for the equipment in the near future, similar to what happened in the smartphone market.”
But some parents are not convinced. Radhika Sridharan, mother of two middle-school children studying in Chennai, points out that while the use of apps might be cost-effective, they increase her child’s daily screen time, “all in the name of schoolwork.”
Vyas of Deloitte India adds that the increase in children’s exposure to screens also ushers in further challenges in adopting VR tech in classrooms. “There is the challenge of uneven access to devices and connectivity for students. There is also the need to reinvent pedagogical practices around VR content which can sufficiently engage students. Finally, there are challenges with regard to reduction in physical and group activities among children and their health implications.”