A Qualitative Research Approach to Collect Insights of College Students Engaging in A University Social Responsibility Project with Augmented Reality

Universities play a pivotal role not just in producing educational content but also in imparting socially recognized values to students and facilitating the integration of student youth into society. Demonstrating social responsibility, universities effectively utilize public resources to enhance their efficiency, ensuring a harmonious blend of teaching and education. In essence, universities operate as open social institutions, serving as the focal point for social policy in the region where they are located. This research focused on the project of National Kaohsiung Normal University Social Responsibility (NKNUSR) which established a cross-field teacher community and recruited college students from different departments to jointly produce augmented reality (AR) videos and went to Mass Rapid Transit (MRT) stations to promote on caring for the disadvantaged. The goal of this project is to optimize the environment for diverse groups to safely take the MRT. The diverse groups include: the elderly, young children, people with disabilities, and victims of sexual harassments. Augmented reality videos were shot and promotional activities were conducted on four themes of the safety of the elderly, the behavior of people with disabilities that may cause misunderstandings, sexual harassment incidents, and young children who may need help. Students were recruited from the Department of Special Education and the Department of Visual Design of NKNU. Seven college participants were recruited in a snowballing manner, and interested students were interviewed and invited to participate in the training. The college students participated in 5 basic stages of this project: 1. Shooting videos 2. Producing AR videos 3. Curating exhibitions at MRT stations 4. Interacting with the public 4. Completing project results. The impact of NKNUSR on students was evident in two key areas: personal development and self-awareness, both closely linked to perceived changes in civic and social engagement. Students attributed significant importance to these projects as vital learning spaces for their personal growth. Notably, they enhanced skills related to tolerance, acceptance of diverse perspectives, and foster a collaborative profile. This development extended beyond the university setting, influencing various spheres of their lives.