CHALLENGES OF INCORPORATING VIRTUAL REALITY AND AUGMENTED REALITY IN THE CONTEXT OF BANGLADESH

CHALLENGES OF INCORPORATING VIRTUAL REALITY AND AUGMENTED REALITY IN THE CONTEXT OF BANGLADESH

Abstract

This paper briefly addresses the phenomenon of Virtual Reality and Augmented Reality in today’s world. Obstacles and challenges of incorporating these two newly invented technological tools have been discussed in the context of Bangladesh. The result of this study shows that there are many challenges of implementing these two technologies at individual and institutional level in the countries like Bangladesh.   

Virtual Reality (VR) 
The Merriam Webster dictionary (2018) defines Virtual Reality as an artificial environment which is experienced through sensory stimuli such as sights and sounds. The stimuli are provided by a computer and in which users’ actions partially determine the happenings in the environment. According to the Online Etymology dictionary, since the mid-1400s “Virtual” has been used to mean “being something not actually or in fact but in essence or effect”. Since 1959, the term has been used to mean something not physically existing but made to appear by technological tools. In 1982, Damien Broderick used the term "virtual reality" in his science fiction novel ‘The Judas Mandala’. Christensson (2006) holds that virtual reality offers a virtual world through the use of special glasses and headphones run by a computer system. A person may get immersed into the sights and sounds of the virtual world by using these devices. Even a user can touch or move virtual objects by wearing gloves with electronic sensors. The computer system simultaneously moves the virtual world according to the user’s movement. This technology is always advancing to become more real than virtual (Christensson, 2006).

VIRTUAL REALITY

Virtual reality is widely used in entertainment industry, education, military, medical sector, astronaut training etc. Virtual reality is most commonly used in gaming and 3D cinema. In the early-mid 1990s, video games firms first introduced consumer virtual reality headsets in the market (Kelly, 2016). In 2010 and afterwards, Oculus (Rift), HTC (Vive) and Sony (PlayStation VR) released next-generation commercial tethered headsets with a new wave of application development (Psvita-forum, 2015). Kelly (2016) remarks that VR has been widely used for music videos, short films, sports, pornography, fine art, roller coasters, theme parks and so forth. VR is used to control robots in telepresence and tele robotic systems in the field of robotics (Rosenberg, 1992, 1993). Groom et al. (2009) argue that VR offers a cost-effective tool and replicate interactions in a controlled environment for social sciences and psychological study. In medical science, simulated VR surgical environment provides effective and repeatable training at a cheaper cost (Westwood, 2014). Augmented reality (AR) 
A report in Huffington Post in 2015 suggests that augmented reality provides an interactive experience of a real-world environment, but the objects in the real-world are "augmented" or increased through computer-generated perceptual information. Schueffel (2017) holds that sometimes multiple sensory modalities like auditory, visual, somatosensory, haptic and olfactory are offered in augmented reality. The overlaid sensory information in AR are additive to the natural environment i.e. constructive and masking of the natural environment (Rosenberg, 1993).

AUGMENTED REALITY

According to augment.com, by placing virtual objects in the real world Augmented Reality simultaneously turns the user’s environment into a digital interface. A user can have a wide variety of experiences through Augmented Reality. Augment.com mainly categorized 3 Augmented Reality tools.

a.                  AR 3D viewers: It provides users with life-size 3D models in the environment. 3D models can be attached to trackers or simple images in Augmented Reality.

b.                  AR browsers: This browser enriches the camera display with relevant information. For example, the smartphone camera can show the size, history and estimated value of a building.

c.                   AR gaming: AR can offer immersive gaming experiences utilizing the surroundings of a user. For instance, zombies walking in the real bedroom in a shooting game. The best example of this is “Pokémon Go” where users can touch and catch hold of virtual Pokémons.

Augmented reality provides an environment which is closer to the real world. Augmented reality increases the components of natural world by adding sounds, graphics, smell and haptic feedback. Video games and cell phones have accelerated the development of augmented reality. Users of a diverse field can now benefit from the function of placing computer-generated graphics in their environment (Howstuffworks.com). Augmented reality has brought a change in our view of the world.

Augmented Reality vs Virtual Reality

There are similarities between some elements of Virtual reality and Augmented Reality. The blending of AR and VR is called mixed or extended reality (Alemi et al., 2015). Augmented Reality is a virtual reality technology. AR blends the user’s vision in the real surroundings with digital content generated by computer system (Myron, 1991). The look of the real surroundings in AR is enhanced by additional software-generated images and virtual scenes. Some AR systems like Microsoft's HoloLens, Magic Leap use the camera function to capture the user's surroundings (Myron, 1991). Steuer (1993) holds that augmented reality alters user’s perception of a real world environment. On the other hand, user's real world environment is completely replaced with a simulated one in virtual reality. 
AR and VR in Language Classroom 

AR and VR can play a good role in language learning though the materials available are not sufficient. Alemi et al. (2015) found from their research that the students enjoy Robot Assisted Language Learning program a lot. They added that this learning process is more effective and motivating than the traditional ones. Therefore, they suggest integration of technology into language classroom. Alemi et al. (2015) suggest that research on AR and VR in language education is scarce and inadequate. Alemi et al. (2015) cited a number of studies (Li and Chen, 2014; Lu, Lou, Papa & Chung, 2011) that have discussed the potential of using AR in language learning. 
Obstacles and Challenges to VR and AR in Bangladesh

The education system in Bangladesh has many challenges. When it comes to use of technology, the list grows. Especially, the higher education system in Bangladesh has number of impediments (Mahmuda, 2016). Bonner (2018) sorted out a number of challenges in implementing VR and AR in the classroom. The challenges include time and monetary investment, training, privacy and security, environment, logistic support and the list goes on (Bonner, 2018). The challenges in the educational sector in Bangladesh are mainly systematic and technological. Educational Technology or ETD suggested 5 key obstacles or challenges to educational technology integration in the developing countries (Educational Technology Conference, 2014). Internet connectivity and bandwidth, power supply, quality teacher training, good livelihood facilities for teachers and the sustainability of implementations are the five items required to get better result.

Affordability

One of the biggest challenges for incorporating or implementing Virtual Reality or Augmented Reality in educational sector in Bangladesh is affordability. Virtual Reality and Augmented Reality are some of the advance technological tools these days. Most of the tertiary educational institutions in Bangladesh cannot afford this technology, let alone the lower level institutions. Though these technologies are being used at individual levels, these technologies have to cross a long path to be popularized among a large number of users.

Mahmuda (2016) holds that technological equipment are more expensive than the traditional tools. As AR and VR activities require smart phones for nearly each student whereas the socio-economic condition of each student is not the same. VR and AR applications and devices are costly which may be difficult to afford by the students and even by the institutions (Bonner, 2018). Sufficient power supply is needed to run technological devices (Mahmuda, 2016). Internet connectivity and good bandwidth are must to be online and surf the World Wide Web.

Moreover, the government of Bangladesh plays a great role in implementing technology in the educational institution. The governments has already taken many initiatives for spreading digital and multimedia contents in the classroom. Shikkhok Batayon is a common directory for all the teachers of Bangladesh. Muktopaath is a government patronized platform for Massive Open Online Courses in Bangladesh. Shikkhok.com is also a popular platform for teacher and students. After analyzing these 3 websites, it was found that there was hardly any VR or AR content developed, which indicate the low popularity rate of VR and AR in Bangladesh. Moreover, Massive Open Online Courses (MOOC) in Bangladesh need to be more localized, practical and accessible (Mahmuda, 2016).

Lack of Training

Mahmuda (2016) marks lack of proper training as one of the biggest challenges in integrating technologies into classroom. It is not possible that the teachers or trainers show appropriate use of technology being themselves unable to use the equipment. Even if good power supply and internet connection are available, the teachers need to know how to use them effectively. Mahmuda (2016) suggest that teachers with limited knowledge of technology will face difficulties to use them to engage and support learning. Teachers and educators must be provided with sustainable and long-term training and professional development opportunities. Teachers not only need good livelihood facilities but also professional respect and value (Mahmuda, 2016).

Health and Security Issues

In his article, Kaylee (2018) brings a number of health issues related to VR technology. Users of VR may face several health problems including seizures, low growth of children, twitches, blackouts, discomfort, repetitive stress injury etc. There is also risk of trip-and-fall and collision. VR headsets may distract the user from the real world and which may result into collusion with real world objects. Faccio and McConnel (2018) found that there is a vicinity of locations in the game Pokémon Go called PokéStops where users can play the game while driving. This became the reason of increased vehicular crashes, vehicular damages, personal injuries, and fatalities. The researchers present an estimation that number of crashes was 145,632, number of injuries was 29,370 and fatalities was 256 over the period of July 6, 2016, through November 30, 2016. The estimated value of those losses is between $2bn and $7.3 billion for the same period.

Safety and Privacy

VR and AR technology may cause a rise in safety and security problem. In the country like Bangladesh where users of technology are not that skilled in security issue, the risk is higher. VR can add negatively to the existing online harassment problems. Harassers can make benefit out of this technology (Bonner, 2018). Kelly (2016) says that the continuous tracking system of VR technology may expose a person’s location. This may reveal the personal information of the users online.

Decrease in the Basic Skills

Proliferation of digital equipment may lessen writing practice of the teachers and students, which may badly effect the exam result as the educational institutes in Bangladesh still maintain the pen and paper based evaluation system (Mahmuda, 2016). Students may cheat or plagiarize as there is an immense storage of digital contents online. Sometimes overuse of technological tools may destruct the attention of the students.

Conclusion

In the above discussion, it was clarified that there exist a number of challenges to popularize and implement VR and AR technology in Bangladesh. To implement these new tools sustainable steps should be taken as Mahmuda (2016) remarks that the outcome of any educational technology project in the developing world must have the power of sustainability. Once these technologies are soundly implemented and incorporated in the educational context of Bangladesh, the whole scenario of education sector of Bangladesh will have a positive change.  

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Contributed by:

MD.DIDARUL ISLAM 
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