Augmented and virtual reality technologies in education for sustainable development: An expert-based technology assessment

Frank Ebinger; Livia Buttke; Julian Kreimeier

doi:10.14512/tatup.31.1.28

Authors

Frank Ebinger Nuremberg Campus of Technology (DE) https://orcid.org/0000-0002-1788-2340 frank.ebinger@th-nuernberg.de
Livia Buttke Nuremberg Campus of Technology (DE) https://orcid.org/0000-0002-6260-9765 livia.buttke@th-nuernberg.de
Julian Kreimeier Nuremberg Campus of Technology (DE) https://orcid.org/0000-0001-6861-711X julian.kreimeier@th-nuernberg.de

DOI:

https://doi.org/10.14512/tatup.31.1.28

Keywords:

augmented reality, virtual reality, immersive technologies, education, sustainable development

Abstract

Digitalization in the field of education for sustainable development (ESD) has gained attention in the last decade. In particular, technologies such as augmented reality (AR) and virtual reality (VR) offer new ways to deliver educational content on sustainable development by simulating real-world experiences and using immersive and interactive formats for learning. Using an explorative qualitative research approach, the benefits of AR and VR technologies in the context of ESD are assessed. The results of a first expert panel show that AR and VR technologies are particularly suitable for sustainability topics when an understanding of action and the transfer of knowledge and values are to be promoted among learners.

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