Extended Reality in Higher Education, a Responsible Innovation Approach for Generation Y and Generation Z

Valentin Kuleto, Milena Ilić P., Monica Stanescu, Marko Ranković, Nevenka Popović Šević, Dan Păun and Silvia Teodorescu
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Valentin Kuleto: Information Technology School ITS-Belgrade, LINK Group Belgrade, Faculty of Contemporary Arts Belgrade, University Business Academy in Novi Sad, 11000 Belgrade, Serbia
Milena Ilić P.: Information Technology School ITS-Belgrade, LINK Group Belgrade, Faculty of Contemporary Arts Belgrade, University Business Academy in Novi Sad, 11000 Belgrade, Serbia
Monica Stanescu: Doctoral School, National University of Physical Education and Sport, 060057 Bucharest, Romania
Marko Ranković: Faculty of Information Technology and Engineering, University Union Nikola Tesla, 11080 Belgrade, Serbia
Nevenka Popović Šević: Information Technology School ITS-Belgrade, LINK Group Belgrade, Faculty of Contemporary Arts Belgrade, University Business Academy in Novi Sad, 11000 Belgrade, Serbia
Dan Păun: Faculty of Physical Education & Sports, Spiru Haret University, 030045 Bucharest, Romania
Silvia Teodorescu: Doctoral School, National University of Physical Education and Sport, 060057 Bucharest, Romania

Sustainability, 2021, vol. 13, issue 21, 1-19

Abstract: This study aims to provide a comprehensive overview of the XR challenges, opportunities, and future trends that will impact higher educational institutions. The article discusses (using observation, participatory observation and as well as document analysis) the potential for augmented reality to be used in higher education, having in mind characteristics of Millennials (Generation Y) and Post-Millennials (Generation Z) and raises issues about responsible innovation, the future of work, and formal education. Additionally, survey research was completed among students in Serbia and Romania (103 respondents) within selected generations regarding their knowledge of extended reality and their attitudes towards opportunities and challenges of extended reality in Higher Education Institutions, and thus this paper also utilises quantitative analysis. A correlation matrix, composite reliability, and regression model were used to code the data and extract knowledge. A thorough review of the existing literature on one hand and primary research as well, using the chosen scientific methods, the planned purpose of the research will be obtained: to gain a better-understanding of the education needs of Generation Y and Generation Z and the potential use of XR as a response to the needs observed. The results of the quantitative analysis confirmed our starting assumptions: XR is an excellent technology facilitating the teaching processes allowing learners to more actively control their learning strategies and supporting the interactivity and connectivity that students and faculties experience. Furthermore, Generation Z students are more applicative for stating XR’s opportunities (instead of challenges) in higher education institutions.

Keywords: extended reality (XR); higher education institutions (HEI); generation Y; generation Z; Innovation; personalised learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (8)

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