This study explores how technology is used in digital education through coursework and assessment, it aims to help HE in Ireland understand where students feel confident and where more support may be needed. The integration of emerging technologies such as video production, artificial intelligence (AI) and virtual reality (VR) into digital education has seen a surge in recent scholarly research and practice in the classroom.

As education service providers universities are teaching students and faculty in the use of emerging technologies that can be transformative, disruptive and challenging. AI applications in education are being explored across a multitude of domains, including adaptive learning systems, personalized tutoring, intelligent assessment, and student profiling. A systematic literature review highlighted that AI-enabled adaptive learning can significantly enhance student test results, demonstrating the transformative potential of AI in educational settings (Wang et al, 2024). Applying adaptive learning techniques can further accentuate the teacher or lecturers toolkit and increate the potential to be inclusive, flexible,personalised and engaging for students (Holmes et al., 2019).

Similarly, VR has been investigated for its capacity to support and enhance collaborative learning and where we have limited resources such as labs or where we want students to attain new skills and competencies VR has optimised solutions to offer. Research suggests that VR can effectively increase learner involvement and motivation, while accommodating diverse learning preferences. However, further studies are necessary to establish effective pedagogical strategies for VR integration (van de Meer et al, 2024). ​

Despite the growing body of literature, much of the existing research remains exploratory or focuses on specific case studies. Comprehensive, practice-based studies are still needed to fully understand the long-term impacts and best practices for integrating emerging technology into various educational contexts.​ Thus this research explores the use of emerging technologies such as real-time video development, AI, VR, and innovative assessment models toward a contribution to this body of evidence.

SmartAss explores the perceptions of the students, some who have a dual role as educators (lecturers, tutors, primary and post-primary teachers) in relation to the design, development and assessment in our education landscape. This research gathers data using a mixed method approach that includes a questionnaire and semi-structured interviews. The initial research design will adopt an iterative approach for data analysis and be guided by Braun and Clarke (2006) thematic analysis. This paper will deliver the preliminary results from phase 1.

Previous works have contributed to Government recommendations on Immersive learning with Eirmersive[1] to accelerate National support in this area and to leverage knowledge across the Education landscape to engage students and educators in teaching and learning in the 21^st century.

We are cognisant that there are assessments where students are expected to use AI tools critically and transparently, demonstrating judgment, evaluation, and awareness of limitations and assessments where students must demonstrate foundational knowledge or professional competency without AI assistance. This paper explores the nuances of this in practice. Our research aims to impact practice such as the redesign of modules, potential creation of new modules/curriculum and policy contributing to DFHERIS Evidence for policy civil servants research network and OECD DECC SDG working group and Dept of Education/IUA Education policy working group.

[1] https://www.eirmersive.com