Transforming collaborative learning environments: investigating the role augmented virtuality has in measuring collaboration in educational environments

Collaborative education involves learners working together to solve a problem or create a product, focusing on the social engagements between learners and teachers and the mutual exploration of a subject [58]. While fostering collaboration improves the learning process [106], challenges like "free riding", where some students contribute less, can negatively impact group effectiveness and learning outcomes, which can be a result of misunderstandings, miscommunications, or issues with group dynamics rather than deliberate intent [34].

This project provides background on the current approaches to collaborative learning, particularly measuring collaboration to understand interactions, indicators and behaviours that indicate a possible degree of collaboration between students. As well as investigating how rapidly evolving educational technologies, specifically Augmented Virtuality (AV), a subsection of Mixed-Reality technologies, could potentially transform collaborative education. Although AV is an underexplored dimension in the Virtuality Continuum [2], this study lays the groundwork for its pedagogical integration, by investigating how real-world data can enhance collaborative learning and offer insights into student’s collaborative interactions.

The study employs a mixed-method research approach, in which data and findings are collected and analysed by drawing upon quantitative and qualitative methods, such as experimental studies, surveys and analysis methods to leverage the method strengths to obtain a richer and more in-depth understanding of the research area. Furthermore, this approach enables the triangulation of data from both qualitative and quantitative sources for greater validity and to provide a more comprehensive picture of the research, thereby strengthening the overall credibility and depth of the study.

The project describes the pilot studies conducted in a Higher Education setting, aimed at evaluating learners during learning activities, which played a key role in refining the initial requirements for the proposed framework, design and development of the system. Validation experiments were conducted, showed a positive association between student’s perceived collaboration levels and algorithmic evaluation, suggesting that the framework can support and promote self-awareness and collaborative interactions.

Furthermore, educational practitioners recognised the framework potential for providing feedback. However, both students and educational professionals raised concerns about data privacy and ethical data use, which were addressed in the final refined version of the framework. This study contributes to integrating AV technologies into education, offering a foundation for creating enriched collaborative environments.