As the broader discourse of quality education continues globally (United Nations, 2024), Nooklet aims to add to the discussion by targeting student decline in learning motivation (Koening & Quin, 2021) and engaging and motivating students by focusing on implementing Augmented Reality and kawaii (cute) visual aesthetics into educational content.
Educators face a difficult task in engaging learners when content can be complicated or dense. Nooklet provides a platform to connect AR creators with educators to produce visually appealing and engaging content, as research has indicated the benefits of visual appeal in education (Shift, 2014).
With the implementation of AR into education, we can provide benefits of engagement and learning motivation (Hung Y et al. 2017). Nooklet facilitates growth and creates innovative ways for creators to use AR, closing the gap between educators and new technology. (Martins, & et al. 2015).
Nooklet is a peer-to-peer share economy where educators can purchase AR content from AR creators and own and use these elements in any of their educational content, like presentations and books. These AR elements will be embedded with an NFT system, where they will have digital signatures and traceability that allow for ownership and transparency in the growing world of blockchain.
The implementation of non-fungible tokens (NFT) will assure educators and creators that their content is protected (Gonserkewitz, P. et al. 2022). They will have complete autonomy over the AR elements they purchase. Once purchased, users will be able to use, trade, or sell them to other users of Nooklet.
The NFT element disrupts the current trends seen in similar platforms like Fivver, Airtasker, and Freelancer; this feature diverges from the prevailing models observed in these platforms, where transactions typically end in singular transactions.
Nooklet aims to pave the way for educators, universities, and governments to take the initiative and implement policies to encourage student motivation through new technology. This will encourage students’ learning and better outcomes.
By approaching the issue of quality education through the lens and needs of students, we have seen the benefits of both Kawaii and AR in the education space. We have also established barriers like the knowledge gap and struggles of educators regarding the implementation and adaptation of new tech. We hope our platform will facilitate a more seamless and approachable method of aiding educators and students.
We also want to establish the benefits of AR in this space to encourage more government funding for innovative, creative spaces in the education field. We hope to see the development of AR to ease barriers, like AR projection mapping so that AR tech isn’t just accessed through head-mounted devices (HMD) or smart devices but also other accessibility barriers like cost and human aid. Nooklet wants to showcase the advantage of AR in education and push for government policies to aid in this potential. Nooklet will be the first to facilitate educators and AR creators to connect and work together to produce visually engaging AR educational content.
For our activity, we will demonstrate this by creating a Kawaii AR element for users to access and decorate normal educational content and asking them to take videos or pictures of how they would implement these AR elements. This will allow participants to have hands-on use of the content.
References:
Gonserkewitz, P., Karger, E., & Jagals, M. (2022). Non-fungible tokens: Use cases of NFTs and future research agenda. Risk Governance and Control: Financial Markets and Institutions, 12(3), 8–18. https://doi.org/10.22495/rgcv12i3p1
Hiroshi Nittono, M. F. A. Y. H. M., 2012. The Power of Kawaii: Viewing Cute Images Promotes a Careful Behavior and Narrows Attentional Focus, s.l.: PLOS ONE.
Hung, Y. ‐H., Chen, C. ‐H., & Huang, S. ‐W. (2017). Applying augmented reality to enhance learning: a study of different teaching materials. Journal of Computer Assisted Learning, 33(3), 252–266. https://doi.org/10.1111/jcal.12173
Koenig, J. A., & Quin, J. (2021). Augmented Reality’s Effect on Learning Motivation [Grand Canyon University]. In ProQuest Dissertations and Theses. https://ezproxy.uow.edu.au/login?url=https://www.proquest.com/dissertations-theses/augmented-reality-s-effect-on-learning-motivation/docview/2561514739/se-2?accountid=15112
Martins, V. F., Gomes, L., & de Paiva Guimarães, M. (2015). Challenges and Possibilities of Use of Augmented Reality in Education (pp. 223–233). https://doi.org/10.1007/978-3-319-21413-9_16
Shift, 2014. Studies Confirm the Power of Visuals to Engage Your Audience in eLearning. [Online]
Available at: https://www.shiftelearning.com/blog/bid/350326/studies-confirm-the-power-of-visuals-in-elearning [Accessed 11 March 2024].
United Nations, 2024. THE 17 GOALS. [Online]
Available at: https://sdgs.un.org/goals [Accessed 11 Mard 2024].
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