Beyond the Screen of a New-Age Classroom

Contemporary classrooms are increasingly embracing the concept of "beyond the screen," moving away from passive screen time toward immersive and interactive technology-rich experiences. Rather than having students remain sedentary in front of screens, modern educational environments are integrating advanced tools such as the Internet of Things (IoT), allowing for real-time feedback, interactive engagement, and intelligent data collection. IoT devices support personalized learning by delivering current information, enabling students to engage with interactive content and monitor their own progress (Luckin et al., 2016). Moreover, cloud computing is becoming integral to classroom workflows, allowing students to submit assignments and store data remotely, while giving educators streamlined access for review and assessment (Chen et al., 2020). Wearable technologies further extend the learning environment by enabling real-time data input and output, supporting health monitoring, physical education, and digital literacy development (Ching & Hsu, 2019).

Why Is Learning to Code Essential for Today’s Students?

Digital literacy has become an essential component of 21st-century education, and coding plays a central role in preparing students for future employment in a technology-driven world. The growing integration of coding in K–12 education reflects the need for students to go beyond the consumption of digital media to actively understand and create it. In 2013, former President Barack Obama famously stated, “Don’t just play on your phone, program it,” highlighting the importance of computational thinking in school curricula (Obama, 2013). Through coding, students develop problem-solving skills and creative capacities, transforming storytelling into programmable games and simulations (Grover & Pea, 2018). Understanding the logic behind devices and platforms—such as smartphones, social media, and mobile applications—empowers students to become architects of technology, not just users.

In addition, coding allows for immediate feedback, as students can see whether their code functions as intended, enabling a cycle of testing, learning, and iteration (Kafai & Burke, 2015). This active learning process enhances engagement and builds digital confidence. Learning programming skills also enables students to innovate, transforming ideas into digital products that can address real-world challenges or contribute to future business and organizational endeavors (Resnick et al., 2009).

How Is Mixed Reality Shaping the Future of Education?

Ei360: Interactive learning beyond the screen

The convergence of physical and digital learning—termed the “phygital” experience—is reshaping how students interact with content, particularly through mixed reality (MR). MR technologies merge traditional educational methods with immersive digital tools, such as augmented reality (AR) headsets and motion controllers, which provide students with multisensory learning opportunities (Johnson et al., 2016). These tools extend the boundaries of classroom-based learning and allow students to explore complex concepts in interactive, experiential ways.

Mixed reality offers significant potential for enhancing digital literacy and IoT-related competencies, fostering environments where students can manipulate virtual objects while engaging with real-world problems (Bower et al., 2017). Through immersive technologies, the classroom becomes a dynamic space where digital tools enhance spatial reasoning, data literacy, and interdisciplinary learning.

What Is the Future of Learning in a Digitally Transformed World?

Incorporating tactile and immersive technologies allows students to interact directly with virtual and physical objects, significantly enhancing comprehension and engagement. For instance, in science education, students can explore three-dimensional models of the human body, conduct virtual dissections, or examine ecosystems in virtual field trips (Wu et al., 2013). In social studies, students can navigate historical landmarks or cultural environments using VR and AR technologies, helping them build empathy and global awareness (FitzGerald et al., 2018).

Mixed reality blurs the boundaries of time and space, allowing learners to experience foreign cultures, historical eras, and natural phenomena as though they were physically present. This immersive approach not only deepens understanding but also nurtures curiosity and cultural literacy—critical skills for students preparing to enter a diverse and interconnected global workforce (Dede, 2009).

Conclusion

As education continues to evolve, technologies such as IoT, coding, cloud computing, and mixed reality are redefining what it means to learn in the digital age. These innovations offer students the opportunity to move beyond screen-based interaction to become creators, explorers, and innovators in their learning journeys. By embracing these advancements, educators can design more personalized, engaging, and future-ready learning environments.

References:

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2017). Augmented Reality in education – cases, places and potentials. Educational Media International, 54(1), 1–15. https://doi.org/10.1080/09523987.2017.1404353

Chen, B., Seilhamer, R., Bennett, L., & Bauer, S. (2020). Students’ mobile learning practices in higher education: A multi-year study. EDUCAUSE Review. https://er.educause.edu/

Ching, Y.-H., & Hsu, Y.-C. (2019). Wearable technologies in education: Teaching and learning using wearable devices. TechTrends, 63(5), 512–519. https://doi.org/10.1007/s11528-019-00387-3

Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311

FitzGerald, E., Ferguson, R., Adams, A., Gaved, M., Mor, Y., & Thomas, R. (2018). Augmented reality and mobile learning: The state of the art. International Journal of Mobile and Blended Learning, 10(4), 1–15.

Grover, S., & Pea, R. (2018). Computational thinking: A competency whose time has come. Computer Science Education, 28(1), 49–69.

Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. The New Media Consortium.

Kafai, Y. B., & Burke, Q. (2015). Constructionist gaming: Understanding the benefits of making games for learning. Educational Psychologist, 50(4), 313–334.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.

Obama, B. (2013, December 9). Remarks on computer science education week. The White House Archives.

Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., ... & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67.

Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024