AR/VR for Education and Training in Ghana

Abstract

Practical, hands-on training is a major challenge in Ghana's education system, especially in vocational fields and healthcare where physical equipment is scarce and expensive. This Masters in Computer Science proposal investigates how Augmented Reality (AR) and Virtual Reality (VR), deployed on low-cost, accessible hardware like smartphones, can bridge this gap. The research focuses on creating and evaluating an AR-based training module for a specific, high-demand skill in Ghana—automotive maintenance—to measure its effectiveness against traditional learning methods and establish a framework for creating scalable immersive educational content.

Key Research Questions for Immersive Education in Ghana

1. Efficacy on Accessible Hardware: How effective is smartphone-based AR for teaching complex procedural tasks compared to traditional textbook/manual-based learning? Can it lead to better skill retention and fewer errors?
2. Content Authoring for Local Needs: What is the most efficient workflow for creating culturally and technically relevant AR training content? This involves developing a simplified authoring tool that allows Ghanaian educators and industry experts (e.g., master mechanics) to create their own AR training modules without needing extensive programming knowledge.
3. User Experience (UX) in a New Context: What are the specific UX challenges and design principles for AR applications for first-time users in Ghana, who may have different levels of digital literacy?
4. Measuring Cognitive Load and Engagement: Does AR-based learning increase student engagement and motivation without imposing an excessive cognitive load that could hinder learning?

Proposed Masters in Computer Science Research: An AR-Powered Automotive Training System

The core of this research is to develop and test an AR application that overlays digital instructions and 3D models onto a real-world car engine, guiding students through common maintenance procedures (e.g., changing oil, replacing spark plugs).

• Platform Development: An AR application will be built using a cross-platform framework like Unity with AR Foundation, ensuring it runs on a wide range of Android smartphones common in Ghana.
• 3D Content Creation: A detailed, interactive 3D model of a common car engine will be created. The focus will be on optimizing this model for real-time performance on mid-range mobile devices.
• Controlled Efficacy Study: A study will be conducted with students from a vocational training institute in Ghana (e.g., Accra Technical Training Centre). One group will learn a procedure using the AR app, while a control group uses traditional printed manuals. Both groups will then be tested on their ability to perform the task on a real engine. Performance metrics will include completion time, number of errors, and skill retention over time.
• Qualitative Feedback: In-depth interviews and surveys will be conducted with both students and instructors to gather qualitative feedback on usability, engagement, and perceived value.

Impact for Ghana and Africa

This research aims to provide a data-driven validation of AR as a transformative, low-cost tool for vocational education in Africa. A successful project would produce an open-source framework and a set of best practices for developing and deploying AR training solutions on the continent. It could be adapted for a wide range of fields, from nursing and surgical training to equipment operation and repair, democratizing access to high-quality, hands-on education and accelerating skill development for Ghana's youthful population.