An analysis of the use of augmented reality and virtual reality as educational resources

Rehan Raza Muhammad Owais Khan Muhammad Arif + 3 lainnya

2023

The use of technology, especially mobile phones, has significantly increased over the past few decades and has become an essential element in our daily lives. Mobile and desktop applications based on Augmented Reality (AR) proved to be a revolutionary step in different areas, especially in the educational sector. AR provides an improved and extended version of reality with the superimposition of a virtual object in the real-world environment. These objects can be interacted with and visualized in many ways to provide full AR experiences. By interacting with augmented virtual objects, students can visualize and completely understand various difficult concepts during their studies rather than traditional learning, allowing collaborative learning and hence improving learnability, motivation, and focus. This survey paper discusses the concept of AR and its types, the need for AR applications in education, analysis of various state-of-the-art AR applications in terms of platform, augmented virtual content, interactions, usability, usefulness, performance, effectiveness, and ease-of-use under a single taxonomy. Although applications of AR in education for learning, teaching, and simulating have proven quite effective in delivering the concepts via interactive study, there are also several limitations in terms of complexity and availability of hardware, platforms, internet connections, portability, computational, and rendering speed. This study offers insights into potential trends and directions that AR technology might take in education, furnishing readers with a glimpse of forthcoming developments. This comprehensive perspective equips educators, researchers, and practitioners with valuable insights into the pedagogical implications, technological aspects, and practical considerations related to AR.

Y. Koumpouros

9 Januari 2024

Augmented Reality (AR) technology is one of the latest developments and is receiving ever-increasing attention. Many researches are conducted on an international scale in order to study the effectiveness of its use in education. The purpose of this work was to record the characteristics of AR applications, in order to determine the extent to which they can be used effectively for educational purposes and reveal valuable insights. A Systematic Bibliographic Review was carried out on 73 articles. The structure of the paper followed the PRISMA review protocol. Eight questions were formulated and examined in order to gather information about the characteristics of the applications. From 2016 to 2020 the publications studying AR applications were doubled. The majority of them targeted university students, while a very limited number included special education. Physics class and foreign language learning were the ones most often chosen as the field to develop an app. Most of the applications (68.49%) were designed using marker detection technology for the Android operating system (45.21%) and were created with Unity (47.95%) and Vuforia (42.47%) tools. The majority of researches evaluated the effectiveness of the application in a subjective way, using custom-made not valid and reliable tools making the results not comparable. The limited number of participants and the short duration of pilot testing inhibit the generalization of their results. Technical problems and limitations of the equipment used are mentioned as the most frequent obstacles. Not all key-actors were involved in the design and development process of the applications. This suggests that further research is needed to fully understand the potential of AR applications in education and to develop effective evaluation methods. Key aspects for future research studies are proposed.

Yudi April Nando Yose Indarta Taali + 6 lainnya

21 Maret 2023

Augmented reality (AR) and virtual reality (VR) provide new experiences in the digital and simulation worlds. While they are intended to stimulate users’ perception and senses in general, the two differ significantly. This study aimed to seek and analyze international publications on the trends, similarities, differences, advantages, and disadvantages of AR and VR for learning over the period 2001-2021. In this study, bibliometric analysis using VOSViewer with the help of MS Excel was utilized to visualize metadata obtained from Scopus. Publish or Perish software supported the data collection of this study, which included retrieving and analyzing academic citations. The findings show that the AR/VR has trend continued to rise over the years. The results showed that Denmark and India (based on country bibliographic pairs), Journal of Physics Conference Series (based on journal bibliographic pairs), Y. Zhou publications (2018) (based on bibliographic pairs of publications), and Archana M. (India) with Lars K. (Denmark) (based on author bibliographic pairs) have become the most influential in the field of augmented reality and virtual reality for learning. AR and VR are two technologies changing how people use screens, thus creating new and exciting interactive experiences. In the future, it is expected that further research related to AR/VR and even Mixed Reality (MR) will continue to develop along with technological advancement. However, pedagogical competence remains an essential key to learning.

Margarita Salazar Arias Eileen Sepúlveda-Valenzuela María Graciela Badilla-Quintana

1 Oktober 2020

Virtual reality has impacted education, where progressively more educational institutionsconsider its inclusion. The research problem derives from the need to study the educational possibilitiesprovided by integrating augmented reality into the curriculum, and its effect on academic achievement ina diverse class, specifically in the chemistry subject. This study examines 60 school-age participants withandwithout special educational needs, and addresses three overarching questions: (a)Would integratingaugmented reality (AR) technology result in better academic achievement? (b)Would knowledge beretained longer by using AR? (c) Is there any relationship between academic achievement, acceptanceand motivation regarding the use of this technology? Embracing the socio-constructivist theory oflearning and collaborative and immersive learning as a framework, this study was carried out usinga quantitative approach and a pre-experimental design. The AR VR Molecules Editor applicationwas used in chemistry lessons. Main results showed significant immediate academic achievementand content retention. Despite classroom diversity, immersive technologies enhance students’ learningregardless of whether they have special educational needs (SEN) or not. They also acknowledge that ARis a suitable sustainable technology that may foster social and cognitive justice and inclusive education,and train students that are equally prepared for the dynamic future.

Harun Faridi S. Gargrish Gurjinder Singh + 2 lainnya

4 Oktober 2020

Physics is a branch of science that deals with different properties of energy and matter. Most of the principles of Physics are based on Mathematics, Mechanics, Optics, Electricity, Magnetism, and Thermodynamics. It is often difficult for students to grasp concepts as they cannot visualize the phenomena, resulting in compounding the problem of lack of interest in STEM subjects. Augmented reality (AR) can be effective in providing better visualization and interaction with real‐like three‐dimensional virtual objects that can ease the learning experience. In this paper, an AR‐based learning environment is developed to help students understand concepts of the magnetic field, electric current, electromagnetic waves, Maxwell's equations, and Fleming's rules for electromagnetism. An experimental study was conducted to determine the impact of AR intervention on student's learning and critical thinking capabilities. The study was conducted among 80 engineering students, who were distributed into two different groups: the AR teaching group (N = 40) and the conventional teaching group (N = 40). The AR teaching group was instructed through the AR‐based learning environment while the conventional teaching group students were taught using a conventional teaching approach. The experimental results indicate that the AR‐based learning environment has a significant positive impact on the critical thinking and learning gain of the students. The AR experience helped the students in visualizing the abstract concepts of Physics and enhanced their understanding.