Global Publication Trends in Augmented Reality and Virtual Reality for Learning: The Last Twenty-One Years

Mario A. Rojas-Sánchez J. A. Folgado-Fernández P. Palos-Sánchez

27 Juni 2022

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.

K. Wong L. Yu H. Kang + 1 lainnya

25 September 2020

Although Virtual Reality (VR) was first mentioned in the 60s, the research interest into the technology and its application are still gaining much attention globally. VR technology had evolved and had found niche application in many fields including entertainment, tourism, healthcare, manufacturing, education and more. A notable characteristic of the VR technology is that it seeks to immerse the user into the intended environment and narrative, allowing high user interaction and involvement. These qualities are very beneficial for engineering education. In the past, cost, hardware capabilities and availability, connectivity and other issues had hindered VR wider adoption and application. However, it is changing with the advent of more devices, the involvement of more consumer electronic players and the growth of digitization. This paper seeks to report on the research on virtual reality in engineering education over the past 26 years. The study conducts a bibliometric analysis to reflect the trend of VR in engineering education settings, thus identifying the possible emerging trends. An extensive literature search was conducted using the Scopus database and was analyzed using Vosviewer and Excel. There is an increasing trend of VR research related to the engineering education settings with an evident increase in the scope, the coverage and the citations figures. There is tremendous growth in the number of publications and citations in the recent past four years of the study. The most active author in the field is Sampaio, and the top universities where the publications are affiliated with are Purdue University and Clemson University. The majority of the publications were also found to be affiliated with the "ASEE Annual Conference and Exposition Conference Proceedings". The United States had the honor of being the country with the majority of publications from this study. There is a continuous shift of research interest observed through the publications keywords, and this provides an indication of the dynamic progression of research direction among researcher in the field of study. The findings of this study provide a good overview of the trend in research related to VR in engineering education and can serve as a guide to academics seeking to research or adapt the usage of VR in engineering settings.

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.

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.

V. Leithardt Thauany C. Martins L. Silva + 3 lainnya

4 Agustus 2023

In recent years, the utilization of augmented reality (AR) and virtual reality (VR) has emerged as a transformative approach in education, revolutionizing traditional teaching methods. This study seeks to explore the efficacy of AR and VR as pedagogical resources for enhancing the teaching of the solar system. The research process involved the development of an application comprising two modules, AR and VR, which were evaluated to assess their impact on the teaching process. Furthermore, a comparative study was conducted to evaluate the immersiveness, interactivity, and ease of use offered by these technologies. The findings demonstrate that both AR and VR demonstrate promise in supporting the teaching process, with the VR module garnering particularly positive evaluations. However, it is crucial to acknowledge existing barriers in underprivileged communities, where public schools face limited investments in technology infrastructure. These limitations hinder the widespread implementation of such immersive experiences and their potential to foster new knowledge acquisition.