Enhancing Competency-Based Education Training in Dar Es Salaam, Tanzania, With Augmented Reality and Virtual Reality Technologies
Abstract
Augmented Reality (AR) and Virtual Reality (VR) technologies have revolutionized education by offering immersive and interactive experiences that enhance student engagement and learning outcomes. Traditionally, education relied on face-to-face instruction and teacher-centric methods, limiting learning to physical classrooms and printed resources. This approach is efficient when small class sizes but struggles to address larger groups and diverse learning needs. AR and VR technologies have transformed this landscape, addressing these challenges by enabling personalized and scalable learning solutions. This paper adopts a qualitative research methodology grounded in a constructivist philosophical paradigm to explore the integration of AR and VR in education. It analyzes real-world examples to examine their application in Competency-Based Education and Training (CBET) environments. The constructivist approach underscores the importance of experiential and contextualized learning, aligning seamlessly with AR and VR's capacity to provide hands-on, learner-centric experiences. The practical benefits of these technologies are illustrated through case studies. For instance, Stanford University has used VR to provide realistic simulations in medical training, enhancing surgical skills and decision-making. Similarly, The Hong Kong Polytechnic University has applied AR to create interactive experiences in language learning, improving language acquisition. Additionally, the University of California, Irvine, AR, has facilitated understanding complex concepts via 3D visualizations and simulations in STEAM education. These examples highlight AR and VR's ability to support diverse learning styles, provide immediate feedback, and foster a culture of continuous learning. While challenges such as cost and the need for instructor training persist, AR and VR's potential to deliver tailored, engaging, and practical learning experiences is undeniable. By adopting these technologies, educational institutions can better prepare students for their future careers, aligning with the CBET approach of hands-on, experiential learning.
Keywords: Augmented Reality, Virtual Reality, Competency-Based Education and Training, Immersive Learning, Interactive Education, Experiential Learning.
Full Text:
PDFReferences
Akala, B. M. (2021). Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC). Social
Sciences & Humanities Open, 3(1), 100107. https://doi.org/10.1016/j.ssaho.2021.100107
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR)
Virtual reality (VR) is a recent development in education. Social Sciences & Humanities Open, 8(1), 100532. https://doi.org/10.1016/j.ssaho.2023.100532
Alkhabra, Y. A., Ibrahem, U. M., & Alkhabra, S. A. (2023). Augmented reality technology
Enhances learning retention and critical thinking according to the STEAM program. Humanities & Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01650-w
Bećirović, S. (2023). Challenges and Barriers to Effective Integration of Technologies into
Teaching and Learning. In Springer briefs in education (pp. 123–133). https://doi.org/10.1007/978-981-99-0444-0_10
Bölek, K. A., De Jong, G., & Henssen, D. (2021). The effectiveness of the use of augmented reality in
Anatomy education: a systematic review and meta-analysis. Scientific Reports, 11(1). https://doi.org/10.1038/s41598-021-94721-4
Cao, W., & Yu, Z. (2023). The impact of augmented reality on student attitudes, motivation, and
Learning Achievements—a meta-analysis (2016–2023). Humanities & Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01852-2
Fauziningrum, E., Sari, M. N., Rahmani, S. F., Riztya, R., Syafruni, S., & Purba, P. M. (2023).
Strategies Used by English Teachers in Teaching Vocabulary. Journal on Education, 6(1), 674-679.
Higher Education Statistics | TANZANIA COMMISSION FOR UNIVERSITIES. (n.d.).
https://tcu.go.tz/publications/higher-education-statistics
Granić, A. (2022). Educational Technology Adoption: A systematic review. Education and Information
Technologies, 27(7), 9725–9744. https://doi.org/10.1007/s10639-022-10951-7
Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active Learning Augmented Reality for STEAM Education: A Case
Study. Education Sciences 10(198), https://doi:10.3390/educsci10080198
Koumpouros, Y. (2024). They are revealing the true potential and prospects of augmented reality in education.
Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-023-00288-0
Kurni, M., Mohammed, M. S., & Srinivasa, K. G. (2023). AR, VR, and AI for education. In Springer
eBooks (pp. 115–136). https://doi.org/10.1007/978-3-031-32653-0_7
Korkut, E. H., & Surer, E. (2023). Visualisation in virtual reality: a systematic review. Virtual Reality,
(2), 1447–1480. https://doi.org/10.1007/s10055-023-00753-8
Liono, R. A., Amanda, N., Pratiwi, A., & Gunawan, A. a. S. (2021). A Systematic Literature Review:
Learning with Visual by The Help of Augmented Reality Helps Students Learn Better. Procedia Computer Science, 179, 144–152. https://doi.org/10.1016/j.procs.2020.12.019
Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). How personalized and effective is
immersive virtual reality in education? A systematic literature review for the last decade. Multimedia Tools and Applications, 83(6), 18185–18233. https://doi.org/10.1007/s11042-023-15986-7
Mbatha, B. (2024). Diffusion of innovations: How adoption of new technology spreads in society. In Synthesis
lectures on information concepts, retrieval, and services (pp. 1–18). https://doi.org/10.1007/978-3-031-60267-2_1
Lockwood, D. (2004). Evaluation of virtual reality in Africa: An educational perspective. The Naledi3D Factory
(Pty) Ltd. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000134607
Mühling, T., Späth, I., Backhaus, J., Milke, N., Oberdörfer, S., Meining, A., Latoschik, M. E., & König, S.
(2023). Virtual reality in medical emergencies training: benefits, perceived stress, and learning success. Multimedia Systems, 29(4), 2239–2252. https://doi.org/10.1007/s00530-023-01102-0
Ningsih, P. E. A., & Sari, M. N. (2021). Are Learning Media Effective in English Online Learning?: The
Students' and Teachers' Perceptions. Tarbawi: Jurnal Ilmu Pendidikan, 17(2), 173-183.
Nyabando, T., & Evanshen, P. (2021). Second-grade students’ perspectives of their classrooms’
Physical Learning environment: a multiple case study. Early Childhood Education Journal, 50(5), 709–720. https://doi.org/10.1007/s10643-021-01183-4
Oje, A. V., Hunsu, N. J., & May, D. (2023). Virtual reality assisted engineering education: A multimedia
Learning perspective. Computers & Education. X Reality, 3, 100033. https://doi.org/10.1016/j.cexr.2023.100033
Oreku, G. S. (2022). ICT in Education: Mapping digital learning initiatives in Tanzania. Literacy Information and
Computer Education Journal, 13(1), 3684–3703. https://doi.org/10.20533/licej.2040.2589.2022.0486
Pang, C. G., & Cai, Y. (2023). Transforming learning experiences through affordances of virtual and
Augmented reality. In Gaming media and social effects (pp. 109–165). https://doi.org/10.1007/978-981-99-4958-8_6
Pedram, S., Kennedy, G., & Sanzone, S. (2024). Assessing the validity of VR as a training tool for medical
students. Virtual Reality, 28(1). https://doi.org/10.1007/s10055-023-00912-x
Petersen, G. B., Petkakis, G., & Makransky, G. (2022). A study of how immersion and interactivity drive VR
learning. Computers & Education, 179, 104429. https://doi.org/10.1016/j.compedu.2021.104429
Prosper, J. (2024, September 16). HakiElimu virtual reality pilot project empowers teachers for the digital era |
The Guardian. https://ippmedia.co.tz/the-guardian/features/read/hakielimu-virtual-reality-pilot-project-empowers-teachers-for-the-digital-era-2024-09-16-112416
Ravichandran, R. R., & Mahapatra, J. (2023). Virtual Reality in Vocational Education and Training:
Challenges and possibilities. Journal of Digital Learning and Education/Journal of Digital Learning and Education, 3(1), 25–31. https://doi.org/10.52562/jdle.v3i1.602
Serna-Mendiburu, G. M., & Guerra-Tamez, C. R. (2024). Shaping the future of creative education: the
The transformative power of VR in art and design learning. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1388483
Shambare, B., & Jita, T. (2024). TPACK: A descriptive study of science teachers’ integration of the virtual
laboratory in rural school teaching. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2365110
Skills training in Virtual Reality – pilot test with students in Central Tanzania. (2022, July 20). ZHAW Zurich
University of Applied Sciences. https://www.zhaw.ch/en/about-us/news/news-releases/news-detail/event-news/skills-training-in-virtual-reality-pilot-test-with-students-in-central-tanzania/
Sweller, J. (2011). Cognitive Load Theory. In The Psychology of learning and motivation/ The
Psychology of learning and motivation (pp. 37–76). https://doi.org/10.1016/b978-0-12-387691-1.00002-8
Wang, C., Chen, X., Teng, Y., Liu, Y., & Jing, Y. (2024). Education reform and change is driven by
Digital Technology: A bibliometric study from a global perspective. Humanities & Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02717-y
Writer, G. (2024, April 9). AR/VR in education for the future of work in Nigeria | TheCable.
TheCable. https://www.thecable.ng/ar-vr-in-education-for-the-future-of-work-in-nigeria/
Xiao, M., Tian, Z., & Xu, W. (2023). Impact of teacher-student interaction on students’ classroom
Well-being in an online education environment. Education and Information Technologies, 28(11), 14669–14691. https://doi.org/10.1007/s10639-023-11681-0
Xiong, J., Hsiang, E., He, Z., Zhan, T., & Wu, S. (2021). Augmented reality and virtual reality
Displays: Emerging technologies and future perspectives. Light, Science & Applications/Light: Science & Applications, 10(1). https://doi.org/10.1038/s41377-021-00658-8
Yazdi, M. (2024). Augmented reality (AR) and virtual reality (VR) in maintenance training. In
Springer series in reliability engineering (pp. 169–183). https://doi.org/10.1007/978-3-031-53514-7_10
Vats, S., & Joshi, R. (2023). The Impact of Virtual Reality in Education: A Comprehensive Research Study.
IFIP, information and communication technology advances are present (126–136). https://doi.org/10.1007/978-3-031-50204-0_11
Wulantari, N. P., Rachman, A., Sari, M. N., Uktolseja, L. J., & Rofi'i, A. (2023). The Role of Gamification
In English Language Teaching: A Literature Review. Journal on Education, 6(1), 2847-2856.
Zhang, D., Wang, M., & Wu, J. G. (2020). Design and implementation of augmented reality for the English language
Education. In Springer series on cultural computing (pp. 217–234). https://doi.org/10.1007/978-3-030-42156-4_12
Zhao, X., Ren, Y. Z., & Lee, K. C. S. (2023). Leading virtual reality (VR) and augmented reality
(AR) in Education: Bibliometric and Content Analysis from the Web of Science (2018–2022). SAGE Open, 13(3). https://doi.org/10.1177/21582440231190821
Zlotnikova, I., Patrick, K., Bada, J., & Khamisi, K. (2016). Classroom ICT integration in Tanzania: Opportunities
And challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development using Information and Communication Technology, 107-128.
Refbacks
- There are currently no refbacks.

This work is licensed under a Creative Commons Attribution 4.0 International License.
SEREK publication https://serek.or.ke
This work is licensed under a Creative Commons Attribution 4.0 International License