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Screenshot from the VR Microlesson application with 2 students in the lesson with the human heart 3D model.
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Although immersive virtual reality (IVR) technology is becoming increasingly accessible, head-mounted displays with eye tracking capability are more costly and therefore rarely used in educational settings outside of research. This is unfortunate, since combining IVR with eye tracking can reveal crucial information about the learners' behavior and...
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Although immersive virtual reality (IVR) technology is becoming increasingly accessible, head-mounted displays with eye tracking capability are more costly and therefore rarely used in educational settings outside of research. This is unfortunate, since combining IVR with eye tracking can reveal crucial information about the learners' behavior and...
Citations
... Title Year [98] Augmented reality crossover gamified design for sustainable engineering education 2016 [99] Evaluating a mixed reality 3D virtual campus with big data and learning analytics: A transversal study 2016 [100] Analyzing heterogeneous learning logs using the iterative convergence method 2017 [101] Bringing Abstract Academic Integrity Development of engineering educational support system for manufacturing using Augmented Reality 2020 [110] Emotional characterization of children through a learning environment using learning analytics and AR-Sandbox 2020 [111] Learning analytics for student modeling in virtual reality training systems: Lineworkers case 2020 [112] The development and evaluation of an augmented reality learning system for Japanese compound verbs using learning analytics [126] Using learning analytics to investigate learning processes and behavioural patterns in an augmented reality language learning environment 2023 [127] A Platform for Analyzing Students' Behavior in Virtual Spaces on Mozilla Hubs 2024 [128] Applying multimodal data fusion to track autistic adolescents' representational flexibility development during virtual reality-based training 2024 [129] Approximating eye gaze with head pose in a virtual reality microteaching scenario for pre-service teachers 2024 [130] In-game performance: The role of students' socio-economic status, self-efficacy and situational interest in an augmented reality game 2024 [131] Unveiling Synchrony of Learners ′ Multimodal Data in Collaborative Maker Activities 2024 [132] Utilizing augmented reality for embodied mental rotation training: A learning analytics study 2024 [133] Learning Analytics for Collaboration Quality Assessment during Virtual Reality Content Creation 2024 ...
... However, little information was given regarding the tools and approaches used to develop the specific systems as the vast majority of studies did not report the platform or the tools they used during the development process. Of the ones that did, Unity arose as the most popular development platform [105,115,121,123,129], followed by Mozilla Hubs [127]. Similarly, in the case of educational data mining, only a few studies specified the techniques used. ...
... Of the 36 studies, only six (16.67%) reported the exact equipment used. Meta Quest 2 (n = 3) [121,123,129], Oculus Rift (n = 3) [103,104,114], and Microsoft Hololens (n = 2) [105,108] were mostly used. Focusing on the research approaches adopted by the studies, the research methods used, the variables examined, and the experimental designs were examined. ...
This study aims to examine the combination of educational data mining and learning analytics with virtual reality, augmented reality, mixed reality, and the metaverse, its role in education, and its impact on teaching and learning. Therefore, a systematic literature review, a bibliometric and scientific mapping analysis, and a content analysis are carried out based on 70 relevant documents identified from six databases, namely, ACM, ERIC, IEEE, ScienceDirect, Scopus, and Web of Science (WoS) following the PRISMA framework. The documents were separated into the following three categories, (i) Theoretical and Review studies, (ii) Proposal and Showcase studies, and (iii) Experimental and Case studies and were examined from different dimensions through an in-depth content analysis using both quantitative and qualitative approaches. The documents were further analyzed using scientometric tools, such as Bibliometrix and VOSviewer and topic modeling through Latent Dirichlet Allocation (LDA). The most prominent topics, areas, and themes were revealed and the outcomes regarding the influence of this combination on learning and teaching were summarized. Based on the results, this combination can effectively enrich education, positively affect learning and teaching, offer deep and meaningful learning, and support both students and teachers. Additionally, it can support different educational approaches and strategies, various learning styles, and special education and be utilized in both formal and informal learning environments. The real-time identification, tracking, monitoring, analysis, and visualization of multimodal learning data of students’ behavior, emotions, cognitive and affective states and the overall learning and teaching processes emerged as a significant benefit that contributes greatly to the realization of adaptive and personalized learning. Finally, it was revealed that the combination of extended reality technologies with learning analytics and educational data mining can support collaborative learning and social learning, improve students’ self-efficacy and self-regulated learning, and increase students’ learning gains, academic achievements, knowledge retention, motivation, and engagement.
