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.