Augmented Reality (AR)-Based Intervention to Enhance Awareness of Fine Dust in Sustainable Environments

• Main Authors: Jung Rim Huh, In-Jo Park, Young Sunwoo, Hyo Jeong Choi, Kon Joon Bhang
• Format: Article
• Language: English
• Published: MDPI AG 2020-11-01
• Series: Sustainability
• Subjects: sustainable environment; fine dust; augmented reality; educational effect; perception; attitude
• Online Access: https://www.mdpi.com/2071-1050/12/23/9874

Education on fine dust is a challenging field, as it must explain abstract phenomena and accompany the demands for behavioral changes. This research studied whether the adoption of augmented reality (AR) technology can effect change in student perspectives with a view to improving the attitudes of passive students regarding fine dust-related matters. With regard to student awareness, 94.0% of students responded that the issue of fine dust in Korea is severe; the higher the degree of interest they had in fine dust, the more severe they perceived the issue to be. On the perceived severity of fine dust in schools, 47.8% viewed it as severe; again, the level differed by the degree of interest. Students (80%) who received a traditional education on fine dust expressed dissatisfaction. The effect of using AR in experiential learning in fine dust environmental education has shown enhanced results compared to before receiving the education, notably in the group with a low degree of interest in fine dust and the group without prior experience in fine dust environmental education. Likewise, in the satisfaction rate for AR-based education on fine dust, 72.5% of participants responded that they had enjoyed the class, 75.9% showed active participation, and 80.0% felt that the content of the education was useful. Considering that the objective of fine dust environmental education is not based on understanding a theory but on maintaining individual health through practice in real life, the use of AR in fine dust environmental education as applied in this study may be interpreted as having a certain level of effect. Additionally, our results demonstrate that the use of AR in classes is effective in arousing students’ interest and inducing participation for better engagement in learning activities, which is, consequently, effective in enhancing the understanding of learning materials by students.