The Use of Artificial Intelligence, Virtual and Augmented Reality in Teaching Geography in Secondary School PDF

This is an open access article under the Creative Commons Attribution 4.0 International License 2024, Vol. 21, No. 1 THE USE OF ARTIFICIAL INTELLIGENCE, VIRTUAL AND AUGMENTED R...

This is an open access article under the Creative Commons Attribution 4.0 International License 2024, Vol. 21, No. 1 THE USE OF ARTIFICIAL INTELLIGENCE, VIRTUAL AND AUGMENTED REALITY IN TEACHING GEOGRAPHY IN SECONDARY SCHOOL Matej Matkovič Primary School of Belokranjskega odreda Semič, Slovenia Abstract In today's innovative education, artificial intelligence (AI), virtual reality (VR) and augmented reality (AR) technologies are increasingly emerging as powerful tools to enhance the learning experience, especially in the teaching of geography in primary schools. This research explores how these technologies are being used to improve geography teaching and stimulate students' interest. AI brings personalised learning where content is adapted to individual learners' needs. Easier access to information, better visualisation of content, and help with analysis and interpretation make learning more accessible for students. At the same time, the ease of recreating content and the help in tracking individual learners' progress allows teachers to adapt learning strategies better and provide additional resources according to individual needs. VR and AR technologies help to create more interactive and realistic learning environments. Virtual reality allows learners to experience geographical phenomena more directly, while augmented reality complements the real world with digital information that can enrich the understanding of geographical concepts. These technologies focus on creating interactive content, virtual field trips, simulations of natural phenomena, and encouraging student participation and interest. The study also discusses challenges and solutions related to introducing AI in school geography, such as access to technology, teacher training and professional development, curriculum adaptation and ethical dilemmas. AI, VR and AR technology enable a new, at least in Slovenia, technologically sophisticated approach to teaching geography in primary schools. It encourages students to explore, interact and better understand complex geographic content. Keywords: geography education, artificial intelligence, virtual reality, augmented reality, interactive content Introduction In the contemporary school, students have increasing problems with spatial representation, which is especially problematic in geography lessons. For this reason, developments in education are necessary. Therefore, in innovative education, artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) technologies are being increasingly used as powerful tools to enhance the learning experience. Slovenia and the knowledge of AI in Slovenia are ranked among the top in the world regarding research per population (Štalekar, 2023). Technology integration in teaching and the digitalisation of education are the most topical reforms in education. The EU is promoting the digital transition with its strategy for the digitalisation of education (Radovan, 2022). In this context, it is necessary to upgrade educational practices with modern technology, particularly AI, VR, and AR. In recent years, there has been a rapid increase in research on the use of AI in primary school. However, the amount of research for primary school level is quite modest compared to secondary school and university level (Florence, 2024). There has also been an increase in research on VR and AR technology and its use in education in the aftermath 42 https://doi.org/10.48127/gu-nse/24.21.42 2024, Vol. 21, No. 1 of the COVID-19 pandemic (Al-Ansi, 2023). The latter is linked to the development of this technology, the reduction in the cost of the devices, and the increased accessibility of the technology for schools. In Slovenia, many published articles and MA and PhD theses address the role of AI in teaching and describe the advantages and disadvantages of using AI in general (Aberšek et al., 2023). However, they have not encountered any concrete research on using AI in teaching geography. The use of VR and AR technology in teaching geography was presented in more detail by Mojca Ilc Klun in her lecture "Uporaba VR in AR tehnologije za inovativni pouk geografije" (The use of VR and AR technology for innovative geography teaching) at the 7th geography competition "Po Fabianijevih poteh" (Following Fabiani's paths). Ilc Klun emphasised the significant possibilities and opportunities of integrating VR and AR technology into the Slovenian educational system and the need for digital literacy for teachers and students (Ilc Klun, 2023). The usage of AI, VR, and AR technology in teaching geography is relatively under-researched. This research provides concrete examples of how this technology can be used in primary school geography lessons to improve teaching and stimulate students' interest and identify the challenges and solutions of introducing this technology into the learning process. Personalised learning through artificial intelligence In innovative education, awareness of the power of AI technologies, which can enhance the learning experience if used correctly, has been increased. One of the possibilities of AI is personalised learning, which adapts to the individual needs of learners. With AI tools, students' behaviour and learning patterns, allowing us to personalise learning according to individual needs and preferences could be analysed (Zawacki-Richter et al., 2019). Learning, materials, teaching methods, and difficulty levels of tasks can be adapted to each student. In this way, students who need more time to understand the content can be given extra support, while more academically successful students can be given more challenging tasks (Cope et al., 2021). AI also allows for immediate answers to be given and guidance for further work based on analysis of the student's work (Huang et al., 2023). This type of teaching is already present on some learning platforms such as Khan Academy (https://www.khanacademy.org/) and Coursera (https://www.coursera.org/). Algorithms analyse data on learners' work and learning progress, such as performance on quizzes and time spent on tasks. Based on this data, AI systems recommend specific learning materials, adjust the difficulty level of tasks, and suggest additional resources that match the learner's current knowledge and goals. This ensures that learners receive the optimal level of knowledge (Raza, 2023). A similar approach is provided by the popular language learning platforms Duolingo (https://www.duolingo.com/) and Dreambox Learning (https://www.dreambox.com/) for learning mathematics. Both adapt the difficulty of exercises and quizzes to the learner's level of knowledge. There are a growing number of similar apps, and their performance is increasingly tailored to the user. Various large language models (LLMs) such as ChatGPT (https://chat.openai.com/), MS Copilot (https://www.bing.com/copilot), and Google Gemini (https://gemini.google. com/app) are useful in individualising and differentiating lessons. These facilitate students' access to information by providing them with formatted answers to the question they are asked, without the need for students to search for information on different websites. Of course, this raises the issue of the reliability and credibility of the source, but as LLMs https://doi.org/10.48127/gu-nse/24.21.42 43  GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ have developed, the quality of the information obtained has also improved, and some LLMs even cite the sources. In this context, it is necessary to already teach students in primary school to have a critical attitude towards sources, to be able to check the credibility of sources and information, or to develop the digital competence 1.2 Evaluating data, information and digital content according to DigComp 2.2. AI can offer appropriate support to learners with dyslexia or other learning difficulties, e.g. in the form of audio recordings, Braille texts, or interactive exercises. It can also provide summaries of longer texts (Knox, 2020). AI technology enables more accurate data analysis. Although the latter requires a deeper understanding of how algorithms and data mining work, the Orange Canvas tool allows us to explore specific geographical contents in a relatively simple way, e.g. finding links between surnames and location, observing countries according to socio-economic characteristics, and exploring the climate types of Europe. AI technology is of great help to teachers as it can also improve teachers' skills by giving them access to a range of tools and resources that can help them become better teachers. For example, AI-powered evaluation tools can provide teachers with real-time feedback on students' performance, allowing them to adapt their teaching strategies to better meet the needs of their students (Jamal, 2023). Such applications include Classkick (https://classkick.com/) and Nearpod (https://nearpod.com/). AI can also help teachers to personalise learning and create lessons that are tailored to individual students' needs. These can be created using EdPuzzle (https://edpuzzle.com/) or Flipgrid (https://flipgrid.com/). AI can also help teachers to produce learning materials faster. Such applications are EdApp (https://www.edapp.com/) and 7taps (https://www.7taps.com/), both of which allow us to let the AI create the appropriate template and interactive content by describing what we want. Even more possibilities for creating learning content, learning preparations, rubrics for assessment, etc. are provided by MagicSchool.ai (https://www.magicschool.ai/). AI technology is becoming an increasingly important teacher's assistant, enabling the teacher to more easily and quickly prepare everything needed for quality delivery of lessons and processing of data to monitor students' progress. Teachers who are proficient in the use of this technology are at an advantage compared to teachers who do not use or even reject AI technology. It is important that school leaders recognise AI technology as an important tool and systematically introduce it to teachers. Teachers who already have experience in using AI have an important role to play in this and can advise other teachers with their own examples of good use practices. Teaching with VR and AR technologies Virtual reality (VR) can be defined as a three-dimensional, computer-generated environment that can be interacted with and that creates a sense of presence for the user - as if it is 'real' and the user is part of the virtual world that is presented to them (Che, 2016). There are different forms of 'reality'. Augmented reality (AR) is a 'real' physical environment that has been enhanced by adding virtual computer-generated elements. Mixed reality sits between AR and VR and combines physical and virtual reality. Such technologies present a unique opportunity for teaching and learning (Bos et al., 2022). Although VR and AR have been around for many years, it is only in recent years that cheaper and more accessible technologies have made them relevant for wider use in schools. The use of VR and AR technologies has great potential to enhance the learning experience and stimulate students' interest in geography. VR can take students on immersive 44 https://doi.org/10.48127/gu-nse/24.21.42 2024, Vol. 21, No. 1 field trips to the world's diverse landscapes. Instead of looking at pictures of the tropical rainforest in Brazil or the mountain peaks of the Himalayas, students can actually see flora, fauna, and landscapes using VR goggles. Similarly, AR with smartphones or tablets can allow 3D models of geographical features of the landscape, such as mountains, rivers or volcanoes, to be shown in the student's real environment. This enables them to better spatial understanding and visualisation of geographical concepts. In addition to landscapes, VR and AR also introduce students to distant cultures. Students can virtually travel to historic cities, explore different cultures, and learn about local customs. VR and AR make geographic concepts that are harder to imagine, such as climate change, plate tectonics, and erosion, more understandable and visually appealing. Instead of a spoken explanation, students can observe glaciers melt due to climate change or watch a river reshape a landscape in a VR simulation. Using such technologies is fun and interactive, which increases students' motivation and interest in geography. Moreover, both technologies contribute to the development of students' spatial skills by allowing them to manipulate digital objects in a real environment (AR) or to move around in a virtual environment (VR). Safety is also an important element of the use of VR and AR. The technology allows students to experience natural phenomena, such as volcanic eruptions or earthquakes, in a safe and controlled way. Applications suitable for VR presentations in geography include Google Earth VR, National Geographic Explore VR, and Wanderlust VR, all of which allow users to explore the features of geographical elements of the landscape from a first-person perspective, explore landmarks, and learn about different cultures around the world. For space exploration, Titans of Space PLUS is an engaging application that allows users to approach planets, stars and galaxies, and learn about different aspects of the universe. From a geographical perspective, AR technology is useful for creating augmented reality environments and augmented maps (Yi et al., 2022). Many applications are suitable for exploring augmented reality environments. For example, Stellarium (https://stellarium. org/) or Google SkyMap can be used to observe celestial objects in the sky, while the application can tag stars, provide them with data, and link them to constellations. Google Earth lets you see real-time 3D models of selected landscapes around the world. The Thinglink application (https://www.thinglink.com/) allows us to create augmented maps. A smartphone is often sufficient for using AR technology, which is very convenient from the point of view of students' accessibility. Using virtual goggles enhances the AR experience even further. In addition to these applications, there are many other AR resources that can be used to teach geography. There are many AR videos covering geography on YouTube, and there are also many websites offering AR content for teaching geography. Challenges and solutions in introducing technology in teaching geography AI cannot be regarded as objective nor value-neutral. AI systems are based on algorithms that reflect the values of the creators (Gartner & Krasna, 2022). It is therefore necessary to develop students' competences in the use of AI technologies and to familiarise them with the ethical codes of AI use, as well as to foster their critical thinking. There are also concerns about data privacy and security, as AI systems collect large amounts of data on students and teachers (Thurzo et al., 2023). It is necessary to protect students' personal data as much as possible. Teachers need to make students aware that their personal data is being collected based on their consent. The goal of using AI in education is to focus on https://doi.org/10.48127/gu-nse/24.21.42 45  GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ learning outcomes, and trust is an essential ingredient for learning. The data provided by students should not be mishandled in any way (Mhlanga, 2023). The use of different LLMs is very common in teaching geography. However, the quality of the answers depends on the quality of the sources. As geography as a science develops, new discoveries and information are made, and some sources become outdated and incorrect. LLM does not distinguish between quality sources and may provide students with incorrect and misleading information. Also, some versions of LLMs produce texts with little or no citation of sources. Students need to be made aware of respect for copyright and reminded to properly cite sources. The information produced by LLMs can also be incorrect and should be checked; otherwise, we may be disseminating wrong information. The use of VR and AR technology is becoming more and more accessible. Some producers, such as ClassVR, produce content for use in the classroom, but such content can only be used with their VR glasses. On the one hand, this allows a selection of content tailored to the classroom and makes teachers' work easier, while on the other hand, it prevents teachers from selecting other content, using other applications, and teaching in an innovative way. However, by using VR and AR glasses that are not exclusively dedicated to teaching, teachers can use a variety of applications, which are increasing every day, to create a modern and explorative learning process. Yet this requires a significant amount of knowledge and time on the part of the teacher to prepare for the classroom. Although the problem of access to technology is diminishing with various projects that fund the purchase of modern teaching aids and increasingly cheaper technology, there is a problem of maintaining the equipment and securing licences after the projects are finished. It is often the case that the innovative use of modern teaching aids procured for the project ends when the project ends. It would therefore be sensible to at least ensure that certain licences are financed by the state for a longer period of time. An example of good practice is the Microsoft 365 software environment, which is available to all teachers. With the rapid development of AI, VR, and AR technologies, the problem of teacher training is emerging. Adequate training and education programmes for teachers should be provided to cover the use of AI, VR, and AR technologies in teaching. These trainings should be interactive and practically oriented in order to equip teachers with the necessary skills and knowledge to use these technologies in the classroom effectively. New knowledge and examples of good practices could be transferred through mentoring programmes, either by experts or by experienced teachers. Schools and the Ministry of Education have an important role to play in this respect, as they should provide sufficient financial support for teacher training and for the acquisition of appropriate equipment and licences. Conclusions and Implications Artificial intelligence, virtual reality technologies and augmented realities are enabling a new, technologically sophisticated approach to teaching geography in primary schools. This approach encourages students to explore, interact, and better understand complex geographical contents, which contributes to a better learning experience and students' achievements. The examples of the use of different applications given in this paper are only a fraction of the possibilities offered by today's technology. As technology becomes cheaper and more accessible, and new, better and more accessible applications are developed and thus new possibilities for use in the classroom emerge. 46 https://doi.org/10.48127/gu-nse/24.21.42 2024, Vol. 21, No. 1 AI can serve as a teacher's and student's assistant in the learning process. However, both need to be aware of the shortcomings of AI technology and adhere to ethical guidelines for its use. VR and AR technology is increasingly present in the classroom. What is lacking are recommendations and guidelines for safe and effective use. Teachers need to learn about the technology themselves, mostly in their own time, and make their own judgements about the appropriateness of its use in the classroom. In addition to regular training in this area and financial support for the purchase of technology and licences, which should be provided by the Ministry of Education, it would also be sensible to introduce a mentoring programme in schools, such as a learning community, where more experienced teachers could pass on their knowledge and experience to other teachers. Schools should also further reward teachers who devote their free time to researching and implementing new technologies. Further research in this area should provide answers on the adequacy of certain contents for use in the classroom and guidelines for teachers to facilitate the introduction of technology into the teaching process. AI, VR, and AR technologies are extremely important tools for modern education as they enable the creation of a dynamic and interactive learning environment that stimulates students' curiosity, creativity, and critical thinking. 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The use of artificial intelligence, virtual and augmented reality in teaching geography in secondary school. Gamtamokslinis ugdymas / Natural Science Education, 21(1), 42–48. https://doi.org/10.48127/gu-nse/24.21.42 Matej Matkovič Geography and History Teacher, Primary School of Belokranjskega odreda Semič, Slovenia. E-mail: [email protected] Website: https://www.osbos.si 48 https://doi.org/10.48127/gu-nse/24.21.42