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How Augmented Reality Works: Technical Issues, User Issues, Content Development, and Curriculum Adaptations as Challenges Through Bibliometric Analysis
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Recent technological advances have revolutionized the learning and teaching process. The integration of a particular technology will give limitless opportunities to obtain experiences that would not be otherwise available. Augmented reality (AR) and virtual reality (VR) are becoming more and more popular in education; therefore, educators and academics became interested in investigating their potential as learning environments for many disciplines including language learning. The purpose of this chapter is to discuss different applications of AR and VR in education and language learning. In order to fulfill this aim, different AR and VR technologies and their features were discussed. Furthermore, the affordances and challenges of AR and VR in language teaching and learning were pointed out. This chapter concludes with future directions for research regarding AR and VR in educational settings. The study includes some implications for practitioners and researchers interested in educational technologies.
The recent pandemic brought on considerable changes in terms of learning activities, which were moved from in-person classroom-based lessons to virtual work performed at home in most world regions. One of the most considerable challenges faced by educators was keeping students motivated toward learning activities. Interactive learning environments in general, and augmented reality (AR)-based learning environments in particular, are thought to foster emotional and cognitive engagement when used in the classroom. This study aims to compare the motivation and learning outcomes of middle school students in two educational settings: in the classroom and at home. The study involved 55 middle school students using the AR application to practice basic chemistry concepts. The results suggested that students’ general motivation towards the activity was similar in both settings. However, students who worked at home reported better satisfaction and attention levels compared with those who worked in the classroom. Additionally, students who worked at home made fewer mistakes and achieved better grades compared with those who worked in the classroom. Overall, the study suggests that AR can be exploited as an effective learning environment for learning the basic principles of chemistry in home settings.
Designing for and facilitating intergenerational group learning is an important objective of informal science institutions as most visitors in those settings engage with scientific thinking in the context of a group. New, deeply engaging, and interactive technologies such augmented reality (AR) have been shown to have positive outcomes in educational settings, but their implications have yet to be investigated for the purpose of intergenerational group learning design. This literature review investigates AR exhibit designs through the lens of PISEC’s seven intergenerational group learning principles. After identifying 10 AR exhibits designed for intergenerational group interactions through a systematic review process, we analyzed the challenges and affordances of AR for each exhibit using an adapted framework of PISEC’s learning design principles. We present these design guidelines for AR intergenerational group learning to provide researchers and exhibit designers in ISIs with strategies to foster better learning, interaction, and engagement for intergenerational group learning.
Ophthalmology is a medical profession with a tradition in teaching that has developed throughout history. Although ophthalmologists are generally considered to only prescribe contact lenses, and they handle more than half of eye-related enhancements, diagnoses, and treatments. The training of qualified ophthalmologists is generally carried out under the traditional settings, where there is a supervisor and a student, and training is based on the use of animal eyes or artificial eye models. These models have significant disadvantages, as they are not immersive and are extremely expensive and difficult to acquire. Therefore, technologies related to Augmented Reality (AR) and Virtual Reality (VR) are rapidly and prominently positioning themselves in the medical sector, and the field of ophthalmology is growing exponentially both in terms of the training of professionals and in the assistance and recovery of patients. At the same time, it is necessary to highlight and analyze the developments that have made use of game technologies for the teaching of ophthalmology and the results that have been obtained. This systematic review aims to investigate software and hardware applications developed exclusively for educational environments related to ophthalmology and provide an analysis of other related tools. In addition, the advantages and disadvantages, limitations, and challenges involved in the use of virtual reality, augmented reality, and game technologies in this field are also presented.
Asthma is a chronic inflammatory condition of the airways with a heterogenous symptom profile. When symptoms are poorly controlled and frequent, asthma sufferers are impacted regularly, with limitations on physical activities and sleep disturbances, significantly impairing quality of life. Asthma is highly prevalent and the leading cause of disease burden in young people. Those aged 0–14 contribute to over half of the asthma hospitalisations within Australia. Asthma education and self-management remains a key component of care; however, challenges remain in the paediatric population with difficulties of engagement. Augmented reality (AR) may provide a novel and effective solution with its ability to superimpose virtual objects into a real-world setting. Using a smartphone or tablet to deliver AR makes this modality accessible to much of the population. AR is a growing field in technology and has already established uses in education and training. The ability to increase motivation, enhance enjoyment and encourage faster concept understanding in the educational setting is encouraging and supports our proposal that AR technology can provide a generation appropriate education delivery modality for young people with asthma. To ensure successful implementation of an AR asthma educational resource on a large scale, the usability, acceptability, barriers and enablers of its use must be investigated. Using an iterative co-design process, an asthma resource utilising AR to deliver education on inhaler technique will be created. Qualitative research will be undertaken using semi-structured interviews with moderator guides to obtain mixed-method data on the AR resource. Participants will be key members of the asthma community including children and adolescents with asthma (8–17 years old), caregivers of children and adolescents with asthma, and health professionals. Understanding the usability, acceptability, barriers and enablers of the AR resource will enable us to improve our alpha version and test an optimal version in a planned feasibility study.
The progression and adoption of innovative learning methodologies signify that a respective part of society is open to new technologies and ideas and thus is advancing. The latest innovation in teaching is the use of Augmented Reality (AR). Applications using this technology have been deployed successfully in STEM (Science, Technology, Engineering, and Mathematics) education for delivering the practical and creative parts of teaching. Since AR technology already has a large volume of published studies about education that reports advantages, limitations, effectiveness, and challenges, classifying these projects will allow for a review of the success in the different educational settings and discover current challenges and future research areas. Due to COVID-19, the landscape of technology-enhanced learning has shifted more toward blended learning, personalized learning spaces and user-centered approach with safety measures. The main findings of this paper include a review of the current literature, investigating the challenges, identifying future research areas, and finally, reporting on the development of two case studies that can highlight the first steps needed to address these research areas. The result of this research ultimately details the research gap required to facilitate real-time touchless hand interaction, kinesthetic learning, and machine learning agents with a remote learning pedagogy.
Lay Description
What is already known about this topic Augmented Reality must have three characteristics: combining the real and virtual worlds, having real‐time interaction with the user and is being registered in a 3D environment.
There is a growing body of literature that recognizes the importance of the 21st century skills in the new global economy.
There has been significant interest in utilized AR in higher education. However, limited research has been conducted about integrating AR techniques to enhance young children's creative thinking skills and motivation in informal learning scenarios.
To date, there are few studies that have investigated the association between augmented environment and learning theories.
What this paper adds Introduced an iterative methodology based on the cognitive theory of multimedia learning integrating the Universal Design for Learning (UDL) as the inclusive learning approach for creating Smart‐flashcard as a mobile AR applications for elementary school.
Research studies on informal learning are particularly limited, so this study can fill a gap in the literature.
This paper provides a conceptual approach for AR design, based on multimedia learning theory.
AR Smart‐flashcard application represents a shift away from traditional textbooks, flashcards and other learning material where children are limited to viewing learning content passively towards a more dynamic and augmented one.
Implications for practice and/or policy Using AR applications, children interact with the 3D models, enhance creativity and collaboration in teams.
The informal education can play a crucial role in developing some of the skills required for the 21st century.
The study also highlights the need for new approaches combing the technical learning tools and pedagogical foundation.
This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st‐century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile‐based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learning – for instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.
We present two studies to discuss the design, usability analysis, and educational outcome resulting from our system Augmented Body in physiotherapy classroom. We build on prior user-centric design work that investigates existing teaching methods and discuss opportunities for intervention. We present the design and implementation of a hybrid system for physiotherapy education combining an on-body projection based virtual anatomy supplemented by pen-based tablets to create real-time annotations. We conducted a usability evaluation of this system, comparing with projection only and traditional teaching conditions. Finally, we focus on a comparative study to evaluate learning outcome among students in actual classroom settings. Our studies showed increased usage of visual representation techniques in students'11 note taking behavior and statistically significant improvement in some learning aspects. We discuss challenges for designing augmented reality systems for education, including minimizing attention split, addressing text-entry issues, and digital annotations on a moving physical body.
The purpose of this review article is to present state-of-the-art approaches and examples of virtual reality/augmented reality (VR/AR) systems, applications and experiences which improve student learning and the generalization of skills to the real world. Thus, we provide a brief, representative and non-exhaustive review of the current research studies, in order to examine the effects, as well as the impact of VR/AR technologies on K-12, higher and tertiary education students’ twenty-first century skills and their overall learning. According to the literature, there are promising results indicating that VR/AR environments improve learning outcomes and present numerous advantages of investing time and financial resources in K-12, higher and tertiary educational settings. Technological tools such as VR/AR improve digital-age literacy, creative thinking, communication, collaboration and problem solving ability, which constitute the so-called twenty-first century skills, necessary to transform information rather than just receive it. VR/AR enhances traditional curricula in order to enable diverse learning needs of students. Research and development relative to VR/AR technology is focused on a whole ecosystem around smart phones, including applications and educational content, games and social networks, creating immersive three-dimensional spatial experiences addressing new ways of human–computer interaction. Raising the level of engagement, promoting self-learning, enabling multi-sensory learning, enhancing spatial ability, confidence and enjoyment, promoting student-centered technology, combination of virtual and real objects in a real setting and decreasing cognitive load are some of the pedagogical advantages discussed. Additionally, implications of a growing VR/AR industry investment in educational sector are provided. It can be concluded that despite the fact that there are various barriers and challenges in front of the adoption of virtual reality on educational practices, VR/AR applications provide an effective tool to enhance learning and memory, as they provide immersed multimodal environments enriched by multiple sensory features.
Background: Augmented reality (AR) is increasingly used across a range of subject areas in health care education as healthcare settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics.
Objective: This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework.The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs’ rational use of antibiotics.
Methods: The design framework was first constructed with the conceptual framework analysis method. Data were collectedfrom multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify keyconcepts and their relationships. Then the design framework was applied to a health care educational challenge.
Results: The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers.Three learning theories—situated, experiential, and transformative learning—provide foundational support based on differingviews of the relationships among learning, practice, and the environment. The function layer depends upon the learners’ personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level. Suggestions for learning activities and the requirements of the learning environment form the foundation for AR to fill the gap between learning outcomes and medical learners’ personal paradigms. With the design framework, the expected rational use of antibiotics by GPs is described and is easy to execute and evaluate. The comparison of specific expected abilities with the GP personal paradigm helps solidify the GP practical learning objectives and helps design the learning environment and activities. The learning environment and activities were supported by learning theories.
Conclusions: This paper describes a framework for guiding the design, development, and application of mobile AR for medical education in the health care setting. The framework is theory driven with an understanding of the characteristics of AR and specific medical disciplines toward helping medical education improve professional development from knowledge to practice. Future research will use the framework as a guide for developing AR apps in practice to validate and improve the design framework.
This paper presents a study to analyze the use of augmented reality (AR) for delivering multimedia content to support the teaching and learning process of the digestive and circulatory systems at the primary school level, and its impact on knowledge retention. Our AR application combines oral explanations and 3D models and animations of anatomical structures. A validation study was conducted with fourth grade students in order to evaluate the effect of our tool on knowledge retention. In this study, we attempt to verify whether students using the AR application retained more concepts that those learning the topic in a traditional setting. Results show an increased knowledge retention on students using AR multimedia contents as opposed to those following a traditional course, which validates AR technology as a promising tool to improve students’ motivation and interest, and to support the learning and teaching process in educational contexts.
This paper aims to discuss the difficulties and possibilities of using augmented reality in education, especially for musical education. Among the difficulties addressed are the following types of issues: physical, technological, sociocultural, pedagogical and managerial. The possible solutions presented involve the use of authoring tools that are easily usable by teachers. An augmented reality application to teach musical perception was developed using an authoring tool, and tests with children are presented and discussed.
There are many different ways for people to be educated and trained with regard to specific information and skills they need. These methods include classroom lectures with textbooks, computers, handheld devices, and other electronic appliances. The choice of learning innovation is dependent on an individual’s access to various technologies and the infrastructure environment of a person’s surrounding. In a rapidly changing society where there is a great deal of available information and knowledge, adopting and applying information at the right time and right place is needed to main efficiency in both school and business settings. Augmented Reality (AR) is one technology that dramatically shifts the location and timing of education and training. This literature review research describes Augmented Reality (AR), how it applies to education and training, and the potential impact on the future of education.
In 1997, Azuma published a survey on augmented reality (AR). Our
goal is to complement, rather than replace, the original survey by
presenting representative examples of the new advances. We refer one to
the original survey for descriptions of potential applications (such as
medical visualization, maintenance and repair of complex equipment,
annotation, and path planning); summaries of AR system characteristics
(such as the advantages and disadvantages of optical and video
approaches to blending virtual and real, problems in display focus and
contrast, and system portability); and an introduction to the crucial
problem of registration, including sources of registration error and
error-reduction strategies
Augmented Reality (AR) flashcards have emerged as an important educational resource for language learning. However, there is limited research on its application in early childhood education. This article aims to explore the technology’s value in early childhood education by comparing it with traditional paper flashcards. To that end, a study was conducted in which 98 children, aged between 5 and 6 years, and four teachers, all from a Macau kindergarten, took part. One group of children had animal-related vocabulary using AR flashcards, while another group used traditional flashcards. To measure the effectiveness of the two approaches, the children underwent pre- and posttests on their vocabulary and the teachers were interviewed. For the data analysis, paired-sample t tests and independent-sample t tests were utilized, and the level of effect was measured. The results showed that both AR and traditional flashcards could significantly improve children’s vocabulary learning and that there was no significant difference in effectiveness between the AR and traditional flashcard methods. The teachers indicated that the children enjoyed the AR learning activities, but that there were certain challenges associated with using AR flashcards in a kindergarten setting.
Augmented Reality (AR) is recognized as one of the most important developments in educational technology for both higher and K-12 education as emphasized in Horizon report (Johnson et al., 2016, 2015). Furthermore, AR is expected to achieve widespread adoption that will take two to three years in higher education and four to five years in K-12 education (Johnson et al., 2016, 2012). If this is the current state of the art for the use of AR in education, it is important to investigate how educators and researchers integrate AR into teaching-learning processes. Looking from such a glimpse, the purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of augmented reality, the links to pedagogy and educational outcomes, specifically in the context of formal education. The scoping review is underpinned by the five-stage framework Arksey and O'Malley (2005). First, research questions are identified. Second, the last five years in ERIC database is explored by using the search term 'augmented reality.' Third, studies are investigated through inclusion and exclusion criteria, and PRISMA (2009) model is utilized for article selection. Fourth, selected articles are charted with respect to numerous dimensions and summaries. Finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved academic performance, increase in students' engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions.
This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research.
The purpose of this study was to examine the effects of location-based augmented reality navigation compared to Google Maps and paper maps as navigation aids for students with disabilities. The participants in this single subject study were three college students with intellectual disability and one college student with autism spectrum disorder. The study measured their ability to independently make navigation decisions in order to travel to unknown business locations in a city. All students attended a postsecondary education college-based program. Results indicated that students traveled more successfully using augmented reality compared to Google Maps and a paper map. Conclusions are discussed in the context of reducing barriers related to employment. (Keywords: augmented reality, intellectual disabilities, mobile devices, navigation, postsecondary education, transition)
Amid the increasing interest in applying augmented reality (AR) in educational settings, this study explores the design and enactment of an AR-infused robot system to enhance children’s satisfaction and sensory engagement with dramatic play activities. In particular, we conducted an exploratory study to empirically examine children’s perceptions toward the computer- and robot-mediated AR systems designed to make dramatic play activities interactive and participatory. A multi-disciplinary expert group consisting of early childhood education experts, preschool teachers, AR specialists, and robot engineers collaborated to develop a learning scenario and technological systems for dramatic play. The experiment was conducted in a kindergarten setting in Korea, with 81 children (aged 5–6 years old). The participants were placed either in the computer-mediated AR condition (n = 40) or the robot-mediated AR condition (n = 41). We administered an instrument to measure children’s perceived levels of the following variables: (a) satisfaction (i.e., interest in dramatic play & user-friendliness), (b) sensory immersion (i.e., self-engagement, environment-engagement & interaction-engagement), and (c) media recognition (i.e., collaboration with media, media function & empathy with media). Data analysis indicates that children in the robot-mediated condition showed significantly higher perceptions than those in the computer-mediated condition regarding the following aspects: interest in dramatic play (satisfaction), interactive engagement (sensory immersion), and empathy with media (media recognition). Furthermore, it was found that the younger-aged children and girls, in particular, perceived AR-infused dramatic play more positively than the older-aged children and boys, respectively. The contribution of this study is to provide empirical evidence about the affordances of robots and AR-based learning systems for young children. This remains a relatively unexplored area of research in the field of learning technologies. Implications of the current study and future research directions are also discussed.
Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary school students. The proposed activity integrates physical and virtual learning materials, encouraging students to engage in an interactive learning environment that makes learning fun and interesting. The program introduces Taiwan’s marine ecology and water resources. To assess learners’ engagement, a quasi-experimental research design was used, where the participant pool consisted of 51 primary school students in Taiwan. Results indicate that (1) students were highly confident by the learning activities and viewed them satisfactorily, (2) students acquired the target knowledge, and (3) the innovative learning program specifically helps low academic achievers improve learning performance.
Technology-enhanced learning, employing novel forms of content representation and education service delivery by enhancing
the visual perception of the real environment of the user, is favoured by proponents of educational inclusion for learners
with physical disabilities. Such an augmented reality computer-mediated learning system has been developed as part of an EU
funded research project, namely the CONNECT project. The CONNECT project brings together schools and science centres, and
produces novel information and communication technologies based on augmented reality (AR) and web-based streaming and communication,
in order to support learning in a variety of settings. The CONNECT AR interactive learning environment can assist users to
better contextualize and reinforce their learning in school and in other settings where people learn (i.e. science centres
and home). The CONNECT concept and associated technologies encourage users to visit science centres and perform experiments
that are not possible in school. They can also build on these experiences back at school and at home with visual augmentations
that they are communicated through web-based streaming technology. This paper particularly focuses on a user-centred evaluation
approach of human factors and pedagogical aspects of the CONNECT system, as applied to a special needs user group. The main
focus of the paper is on highlighting the human factors issues and challenges, in terms of wearability and technology acceptance,
while elaborating on some qualitative aspects of the pedagogical effectiveness of the instructional medium that AR technology
offers for this group of learners.
This paper surveys the current state-of-the-art in Augmented Reality. It describes work performed at many different sites and explains the issues and problems encountered when building Augmented Reality systems. It summarizes the tradeoffs and approaches taken so far to overcome these problems and speculates on future directions that deserve exploration. This paper does not present new research results. The contribution comes from consolidating existing information from many sources and publishing an extensive bibliography of papers in this field. While several other introductory papers have been written on this subject [Barfield95] [Bowskill95] [Caudell94] [Drascic93b] [Feiner94a] [Feiner94b] [Milgram94b] [Rolland94], this survey is more comprehensive and up-to-date. For anyone interested in starting research in this area, this survey should provide a good starting point. Section 1 describes what Augmented Reality is and the motivations for developing this technology. Four classes of potential applications that have been explored are described in Section 2. Then Section 3 discusses the issues involved in building an Augmented Reality system. Currently, two of the biggest problems are in registration and sensing, so those are the subjects of Sections 4 and 5. Finally, Section 6 describes some areas that require further work and research. 1.2 Definition
Augmented reality as a visual and spatial learning tool in technology education
- T Thornton
- J Ernst
- A C Clark
Augmented reality as a visual and spatial learning tool in technology education
- Thornton