Integrating Extended Reality into Competency Based Curriculum Through Prototyping and Model Development

Thesis Title: Integrating Extended Reality into Competency Based Curriculum Through Prototyping and Model Development

Student Name: Nyamwamu Roseline Wangui

Supervisors’ Names:

1. Dr. Richard Rono
2. Dr. Yonah Etene

ABSTRACT

This study explores the transformative potential of extended reality (XR) technology in revolutionizing education, particularly within the Kenyan context, where its integration into the curriculum remains largely uncharted. Focusing specifically on grade three STEM subjects, with a key emphasis on mathematics—identified as an area most in need of technological integration—the research led to the development of an XR prototype centered on the geometry sub-strands of working with shapes and directions. Various libraries and frameworks were employed in the development process, and the prototype was validated by experts, receiving positive reviews on design, functionality, content, and suitability for the target audience. The research investigates the requirements for XR simulation and evaluates user experiences within this innovative educational landscape. Conducted in Chesumei Sub-County, Nandi County, the study targeted 166 primary schools, employing a three-stage sampling technique. Stratified sampling categorized schools into zones, while simple random sampling ensured an unbiased selection process. The area was purposively selected due to its innovation hub and availability of software development expertise. Data collection involved questionnaires administered to both teachers and learners, capturing their experiences and perspectives on XR-enhanced learning environments. A blend of descriptive and inferential statistical techniques was applied to analyze the data, offering insights into the interactions and outcomes observed during the XR simulation exercises. The study revealed that behavioral intention is influenced by a conducive learning environment, available opportunities, and teacher-student engagement. The findings hold significance for policymakers, curriculum developers, and educators, offering actionable insights into the integration of XR technology within the Competency-Based Curriculum (CBC). By illustrating how XR can optimize learning outcomes, this research propels the discourse on the intersection of information technology and education, while providing practical guidelines for IT investment in the educational sector. Ultimately, the study underscores the potential of XR to serve as a catalyst for innovation and pedagogical excellence in the Kenyan educational system.