ISCAP Proceedings: Abstract Presentation
Teaching with AI Wearables: Exploring the Educational Potential and Social Implications of Ray-Ban Meta Smart Glasses in Higher Education
Jennifer Breese
Penn State University
Mary Kotch
Penn State University
Abstract
Artificial intelligence (AI) enabled wearable technologies are emerging as a new category of educational tools capable of bridging physical and digital learning environments (Ahmad 2023; Hong et al. 2025; Zhong, 2025). Ray-Ban Meta Smart Glasses integrate hands-free video capture, voice-controlled AI assistance, contextual awareness, and live translation capabilities into a wearable platform that may support teaching and learning in novel ways (Li, 2024). While previous educational technology research has examined virtual reality, augmented reality, and mobile devices, limited research has explored how AI-enabled smart glasses influence instructional practices and the social norms surrounding technology use in higher education.
This work-in-progress explores the pedagogical applications and perceived social implications of smart glasses within undergraduate Information Technology and Cybersecurity courses at a regional public university campus. The project explores how instructors can employ wearable AI to create first-person instructional videos, document authentic workplace and field experiences, support experiential learning activities, provide accessibility-related accommodations, and facilitate reflective practice(s). The study also examines student perceptions of privacy, consent, surveillance, and classroom appropriateness when AI-enabled wearable devices are incorporated into instructional settings.
The project is guided by the broader research question of how emerging technologies influence social norms in educational environments. Planned classroom implementations include instructor-created demonstrations, microlearning resources, and authentic experiential recordings captured through the smart glasses. Student feedback, reflective narratives, faculty observations, and instructional artifacts will be collected to evaluate both the educational value and concerns associated with the technology. Careful attention will be given to accessibility and inclusion opportunities created by features such as multimodal interaction, and contextual AI support.
Preliminary observations suggest that wearable AI technologies may offer unique advantages for demonstrating procedures, providing first-person perspectives, and creating authentic learning materials while reducing the barriers associated with traditional recording technologies (Hong et al. 2025). At the same time, questions remain regarding privacy expectations, informed consent, data ownership, and changing norms related to recording and AI assistance within classroom environments (Nguyen et al, 2023; Huang, 2023). We have attempted to address these issues of consent; however, agency within a classroom setting for actual consent remains. Further, exploration of student sentiments of the technology overall are also needed.
This research contributes to the growing body of literature examining AI-enhanced learning environments and provides early insights into the opportunities and challenges associated with wearable AI in higher education. Findings are expected to inform educators, instructional designers, and institutional decision-makers seeking to responsibly integrate emerging AI technologies into teaching practice while maintaining ethical, accessible, and student-centered learning experiences.
Keywords: wearable AI, smart glasses, Ray-Ban Meta, cybersecurity education, experiential learning, artificial intelligence, educational technology
References
Ahmad, S., Umirzakova, S., Mujtaba, G., Amin, M. S., & Whangbo, T. (2023). Education 5.0: requirements, enabling technologies, and future directions. arXiv preprint arXiv:2307.15846.
Hong, H., Dai, L., & Zheng, X. (2025). Advances in wearable sensors for learning analytics: trends, challenges, and prospects. Sensors, 25(9), 2714.
Huang, L. (2023). Ethics of artificial intelligence in education: Student privacy and data protection. Science insights education frontiers, 16(2), 2577-2587.
LI, Y. (2024). YUAN--designing for cross-boarder connection with AI-powered AR glasses.
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and information technologies, 28(4), 4221-4241.
Zhong, Q., Jiang, J., Bai, W., Yin, Z., Liao, Z., & Zhong, X. (2025). Application of digital-intelligent technologies in physical education: a systematic review. Frontiers in public health, 13, 1626603.