Abstract
The ongoing rise of digitally immersive technologies is hard to ignore. According to a recent study by the Global Virtual Reality Association, by 2020 the augmented and virtual reality (AR-VR) sector will create an estimated 225,000 to 480,000 jobs in Europe alone. Come 2025, the global economic impact of immersive technologies is expected to reach USD 80 billion. And in the probable race for dominance, AR’s fusion of virtual reality and real life is likely to triumph over VR’s alternate digital reality model, with the former on track to generate revenues of 90 billion USD by 2022, in contrast to VR’s projected 15 billion. Unsurprisingly, the rapid evolution of AR-VR in higher education raises important questions about how best to establish intelligent AR, VR, and simulations programs that truly enhance learning outcomes. To better understand the current adoption of immersive technologies, this environmental scan provides an overview of how institutions of higher education are presently engaging with digitally immersive technologies—both academically and administratively. This scan also emphasizes industry and university collaborations where they occur. For the purposes of this report, however, the environmental scan takes the primary perspective of the universities and does not include a scan of industry players or their perspective of AR-VR in higher education.
Author Information
Manasvini Narayana, eConcordia/KnowledgeOne Inc., Canada
Wynnpaul Varela, eConcordia/KnowledgeOne Inc., Canada
Jihan Rabah, eConcordia/KnowledgeOne Inc., Canada
Paper Information
Conference: CHER-HongKong2019
Stream: Questing for innovation and entrepreneurship: Curriculum design and student learning
This paper is part of the CHER-HongKong2019 Conference Proceedings (View)
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