Envisioning Belonging: The Role of Augmented Reality in Supporting International Student Transition and Success

• In Event: Poster Session 6
  In Poster Session: Envisioning Belonging: The Role of Augmented Reality in Supporting International Student Transition and Success

Proposal

With growing technological advances and society becoming more connected through digital technology, higher education is rife with opportunities to explore how digital tools can enhance the experience of diverse student populations. One such population––international students––is of special importance given the growing numbers of international students on U.S. campuses and the challenges they face in their transitions to higher education. As such, scholars and practitioners have called for researchers to consider additional uses of digital technology, specifically for serving and supporting international learners on U.S. campuses. One such tool that has grown exponentially in the public’s consciousness is augmented reality (AR). Although AR was initially developed in the 1960s, the first documented use of AR in higher education did not occur until 1995. As AR continues to evolve in university classrooms, it has also been leveraged in student affairs divisions to promote student belonging outside of the classroom (Chao et al., 2014; Marin Diaz, 2017). Over time, researchers have highlighted the ability of AR to provide such supports as guided tours of campuses that may make knowledge of and access to campus resources more equitable and, thus, help create a sense of place for a range of student populations, including international students. As such, the purpose of the study underpinning this proposal is to explore how international students perceive how and if AR-based campus tours ease their transitions and foster a sense of belonging.
Grounded in an equity-driven framework (George Mwangi et al., 2021), this qualitative study invited over 35 first-year, international graduate students to participate. Set at a large, majority-minority, public university in the mid-Atlantic, participants were asked to beta test the newest development of an AR tour application and participate in semi-structured interviews. Participants were presented with questions such as: “What is it like being an international student at this institution?” “How was the AR tour experience for you?” and “Where are some places where you feel comfortable or think you might feel comfortable on campus?” Through a preliminary analysis, we found that participants who engaged in an AR-based tour reported feelings of self-efficacy, an emerging sense of belonging, and discussed the possibility of technology as a bridge to human connection.
Our study’s initial findings suggest AR-based tours can improve the college campus experience for international students. By offering an immersive way to explore campus, AR tours can help familiarize international students with the campus community, which could reduce feelings of stress and anxiety. Additionally, AR can help foster a sense of human connection by encouraging students to explore resources they might not have utilized before. Such connections are essential to fostering an equitable experience for international students. In addition, this technology can potentially support international student support offices in a new way. This technology is not a replacement for human connection but rather a tool to enhance how practitioners support international students. By providing information in an accessible format, AR has the potential to alleviate barriers international students face as they navigate their campus experience.

Authors

• Amanda Corso, George Mason University

• Taylor Harris, George Mason University

• Veronica Visser, George Mason University - Fairfax, VA

• Graziella Pagliarulo McCarron, George Mason University