AR-Based e-Learning Systems in Developing Nations: A Policy Perspective

The pandemic spurred e-learning innovations, which allow students to pursue any course without being restricted to traditional classroom settings. Rural digitalisation in developing nations has accelerated, but e-learning faces obstacles like poor infrastructure, slow internet, and inadequate faculty training. It is inferred from the previous studies that many pre-existing flaws in prevalent e-learning systems need to be improved by enhancing the interaction between faculty and students, incorporating active learning techniques, and adding training modules for faculty. Based on interviews, surveys and on-site observations, an integrated framework for e-learning System (iFELS) is proposed, which focuses on developing policy guidelines and an e-learning app using augmented reality (AR) for rural areas. Utilising the framework, a prototype app and preliminary policy guidelines are designed to make e-learning accessible and reliable. These guidelines address the fundamental underlying causes of ineffective e-learning while ensuring modularity, replicability, and scalability. The Government will fetch the data from the proposed e-learning platform to monitor guideline implementation. AR features and gamification elements have been incorporated into the proposed platform to enhance user engagement, facilitating continuous, practical, and interactive learning.