Augmented reality enhanced board games in educational research: a systematic review

Authentic learning opportunities that simulate full-scale design and construction using real materials provide valuable experiential learning environments for construction and civil engineering students by challenging students to apply building concepts in practical settings. These activities challenge students to apply theoretical concepts in a realistic, hands-on context. However, the excessive cost of real building materials required for this mode of education limits access to the vast majority of students. As a result, educational researchers have explored potential alternatives to provide cost-effective experiential learning through activities using mock-up materials (e.g., plastic straws and popsicle sticks) and a simulation of experiences using immersive technologies (e.g., virtual reality or augmented reality). While some of these alternatives approximate the environment and others provide physical interaction with mock-up materials, the lack of authenticity in the building materials used introduces some apparent differences between the “authentic” learning environments and their cost-effective approximations. Therefore, this research aims to identify the learning processes reported by students and faculty who participated in authentic learning experiences to understand the ways in which this mode of education offers unique value to construction education. Their interview responses illustrated characteristics of authentic learning experiences that were believed to be critical to the learning process, some of which included working in groups; interdisciplinary participants; and the use of real construction materials. Although some of these characteristics are intrinsically linked to the use of real materials, others do not explicitly refer to interaction with real materials. This may point to specific aspects of authentic learning that educational researchers can replicate or enhance to provide cost-effective learning environments, such as virtual or augmented reality. The contribution of this paper is in identifying the characteristics of authentic learning experiences that may guide educational investment and research innovations that aim to replicate some of these learning experiences through more accessible learning environments.

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who

Aim/Purpose: This study aims to assess the effectiveness of a tessellation-based instructional program supported by digital technologies for enhancing geometric learning in primary school pupils. Background: Digital education offers various benefits, including increased motivation and engagement, and has been shown to be effective in teaching geometry. Although tessellation activities have been shown to effectively support geometry learning at both secondary and primary school levels, in the current literature, their implementation in digital environments has been explored exclusively in secondary education. Methodology: A quasi-experimental research design was used, using 3D printers and GeoGebra software with an experimental group and a control group, including pre-tests and post-tests. The students were in Grade 4. The instructional activities were designed according to recent recommendations in geometry education, using real-life contexts, drawing, prediction and imagining shapes, and technological tools. Contribution: This paper makes two contributions to the field of primary geometry education and educational technology. First, it extends research on the effectiveness of tessellation activities in digital environments for learning geometry from secondary to primary school. Second, it provides new empirical evidence for the effectiveness of digital teaching in enhancing geometric learning outcomes at the primary level. Specifically, the study demonstrates how technological tools like 3D printers and GeoGebra software can be used effectively in primary education, positively impacting geometry learning and promoting high levels of student engagement. Findings: The results indicated that the experimental group showed significant improvements in post-test scores compared to the pre-test, while the control group did not. This supports the hypothesis that a tessellation-based program, implemented digitally, can enhance geometric learning in primary students. Additionally, a questionnaire revealed high satisfaction with the activities, particularly with the use of a 3D printer and GeoGebra software, suggesting that these tools increased student engagement. Recommendations for Practitioners: Primary school teachers should consider integrating digital tessellation activities into their geometry curriculum. Exploiting digital technologies like GeoGebra software can enhance students’ understanding of geometric concepts and increase engagement; moreover, 3D printing can provide tangible outcomes, reinforcing learning through hands-on experiences. Therefore, professional development in these technologies may be necessary. Recommendation for Researchers: Researchers could aim to isolate the specific effects of educational technologies, particularly 3D printers and GeoGebra software, on geometric learning outcomes. A design with multiple experimental groups would be beneficial: one with tessellation activities using technologies, one with tessellation activities without technologies, one with different activities aimed at achieving the same geometric learning outcomes, and a control group engaged in activities targeting different geometric learning outcomes. Impact on Society: The findings of this study could have broad implications for primary education and educational technology. They suggest a potential shift in how geometry is taught at the primary level, emphasizing the integration of digital tools and manipulative approaches like tessellation. If teacher training organizations begin to incorporate this program into their curriculum, many educators might adopt it, potentially fostering a better understanding of a fundamental subject like geometry and improving digital literacy in future generations. Future Research: While digital tessellation activities have been explored in secondary schools, their integration into primary education remains under-researched, highlighting the need for more studies examining their potential to enhance younger students’ geometric understanding through digital tools. Additionally, longitudinal studies could explore the long-term impact of digital tessellation activities on students’ geometric understanding and spatial skills. Future research could also investigate the transferability of skills acquired through these activities to other areas of mathematics. Comparative studies across different age groups and educational levels could provide insights into the optimal timing for introducing such interventions. Finally, exploring the potential of augmented or virtual reality in tessellation-based geometry learning could open new avenues for research in educational technology and mathematics education.

With the rapid development of Augmented Reality (AR) technology these years, a system review based on the visualization way could help researchers finding the hotspots and future trends in this field. In this study, 604 publications from 2016 to 2018 on Web of Science (WOS) database were selected into analysis. The distribution of different categories and regions of these studies was analyzed. The Education & Educational Research was the biggest category of all the studies. USA was the most productive region in the 2016 to 2018. The most influential author based on these studies was Ronald T Azuma. Three main hotspots and possible future trends were discussed in detail based on the visualization result.

An introduction is presented in which the editors discuss articles in the issue on topics including lifelong learning, informal education and social media in education.

User Experience and Engagement in the Reality–Virtuality Continuum: A Special Issue Guest Editorial

The purpose of this study is to investigate the specific features of the articles on augmented reality (AR) published in the journals of education indexed in the SSCI database between 2012 and 2017. In this context, the articles were examined in terms of their years of publication, number of authors, countries, educational disciplines/fields, types of AR, variables and methodological features. A total of 83 articles in 22 journals were analysed by content analysis. The results showed that the number of studies related to AR increased in 2014 and 2017 and they were predominantly carried out in the field of science education. Marker-based technologies were more preferred in the studies. The most examined variables in the articles were achievement and attitude. AR studies were mostly carried out by scientists working at universities in Taiwan. The sample size of 0–50 was mostly selected from university level, while the sample size of 50–100 was selected from primary school. Keywords: Augmented reality, content analysis, educational research, article examination.

Cross-Cultural Education: The Effects of AR Technology and Learning Styles on Learning Achievements of Sculpture Course

The development of technology has revolutionized the world of education. Augmented Reality (AR) is one of the media that is starting to be developed for the learning process. AR has become a potential tool to improve the learning process among children. This study aims to systematically review previous research related to the application of AR to develop students' gross motor skills in early childhood education. The data collection process was carried out using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method which was adapted in this study. Identification results from five databases (SCOPUS, Pubmed, OpenAlex, Google Scholar, and Crossref) obtained 2807 publication documents. Bibliometric analysis was conducted on 1938 eligible articles, and 10 articles were selected as a literature review. The results of the bibliometric analysis showed less significant results on AR research in developing early childhood motor skills. However, overall AR research in early childhood education has experienced significant development. More attention and focus is needed regarding the development of early childhood motor skills research through the integration of AR technology. Thus, AR research in early childhood education is not limited to cognitive, but also focuses on motor skills as well.

Anatomy has historically been considered a static science, not research‐lead. Cadaveric anatomy provided an evidence for a more precise anatomy teaching, however, small samples were used for absolute truths. Preservation techniques allowed to expand this, yet, research was limited to descriptive and comparative studies. As anatomy teaching evolved from descriptive, to clinically oriented, to evidence‐based, and having a growing role in other sciences, it caused an exponential growth in its’ publications. Anatomical research aided to establish evolutionary and functional databases of variability between populations, sex, and age. However, it’s most important contribution is currently oriented towards patient safety, development of prostheses, technology and surgical materials, improvement of imaging interpretation, and provide evidence of clinical and anatomical implications. Several studies have reported an important percentage of mala praxis and surgical errors can be attributed to a lack of anatomical understanding of the region, consideration of anatomical variations, and alterations due to inflammation, continuing a need for anatomical research.It is important to note, anatomy journals and publications have changed over time. The longest running journals focus on basic anatomy regarding structure, function, development, and evolution, while the last 3 to 4 decades have birthed journals with an anatomy oriented towards the clinical and surgical applications, with the most exponential growth in education.Anatomical education is a growing field. New strategies have been implemented over the years to improve students’ learning of anatomy. There have been important technological advancements, providing educators with new teaching tools, both in the classroom and laboratory. Problem‐solving and computer‐based learning. Students’ interest increased, and learning became purposeful. Educational research has not only focused on evaluating the ability for students to learn new information, ease of the technique, and retention of the information, but also the perception of the technique or tool. The lack of bodies available for dissection, rising costs of laboratories, and the cut down of anatomy course hours, have open a wide range of resources for learning anatomy, many made available for free in online platforms.Technology‐assisted learning is a powerful tool, when purposefully designed, peer‐evaluated, and integrated to support interpersonal interactions, teamwork, and communication skills. An over‐use should be avoided, to truly adhere to the pedagogic objectives. There is a need for evidence‐based education. Teaching should be balanced with tools such as imaging, clinical cases, three‐dimensional printing, virtual and augmented reality, interactive holograms, and others. There is no doubt the millennial generation have emerged technological advancements into their lives and culture, and education must continue to adapt with the demands of new generations.Anatomical and educational research must be performed purposefully following recommendations and guidelines to obtain the maximum benefit for students and educators.

Background: The use of modern board games has been growing past years in education, research, and mental health attendance. Often one professional selects games by his/her criteria depending on his/her objective with them. We evaluated the cognitive processes inherent to each modern board game to obtain a consensus of the cognitive profile of each. We explain how to choose the most suitable board games in future interventions. Materials and Methods: Fifteen education, mental health, and neuroscience research professionals with board games experience participated in an online assessment of 27 modern board games. Experts received a virtual neuroeducation formation and played the games selection for further analysis. Participants answered a Likert scale about 12 cognitive processes activated with each game. Results: All modern board games obtained a high level of agreement (intraclass correlation [ICC] > 0.75). Besides, most cognitive processes reached a high agreement, except for cognitive flexibility and problem-solving (moderate range: 0.5 > ICC > 0.75). Differentiated cognitive profiles have been obtained for each game, some of which could work on more than one cognitive domain at a time. Finally, initial evidence about which board game mechanisms activate with cognitive domain was found. Conclusion: To conclude, this expert consensus methodology became a useful tool for assessing the cognitive profile behind modern board and card games. The results obtained may facilitate the choice of games to be used in future studies depending on the objective cognitive domain to be trained under a criterion based on the observations of a group of experts and not just the researcher's individual criteria.

Augmented reality has been developed decades ago, but its implementation can be enjoyed by the wider community only in the last few years, along with the increasing number of affordable smartphones which are owned by almost everyone. Although previous studies have shown that augmented reality has the potential to improve learning in students, the benefits of education by utilizing augmented reality and the context in which this technology is more effective than other educational media is still not clear. This paper tries to discuss the topic of augmented reality in the world of education by doing a meta-review of some reviews that have been done before. This paper tries to look at the trend of augmented reality research in education and also to help researchers decide which topics to explore.

Globalization and innovation in technology have led to the extensive use of the latest technology in almost every sector, and education is no exception. Different technologies have been employed in various disciplines within the educational sector. Studies have shown that technology can enhance teaching and learning experiences. Augmented Reality (AR) is a new technology with vast potentials and great pedagogical value that offers new methods for education. AR enables the overlaying of computer-generated virtual information into the real environment in real time. Thus, researchers believed that the AR has provided new opportunities for designing engaging learning environments. Although the AR may improve educational outcomes, the main factor is to understand the process of designing the AR to support learning activities. Thus, various instructional strategies such as collaborative learning, were considered when designing an AR learning environment. Collaborative learning permits students to engage with other students and the educational content at the same time, resulting in a deeper understanding and higher motivation. Because educational research concerning collaborative AR is still in its infancy, this paper intends to review the literatures concerning collaborative AR, its previous usages and its potential in educational context.

A new paradigm, that it is possible to access information in any place at any time, led education researchers to seek methods to permit interactions between the real environment and digital information. Augmented Reality (AR), which provides such an environment of interaction, was consequently developed as a technology that allows interaction between people and information. This technology promises significant potential if integrated into education. The purpose of this study is to present important factors to consider while developing an effective educational AR applications. The analysis, design, development, and implementation of educational AR applications are examined. This is a case study. The sample consisted of 42 senior undergraduate students, who had experience with educational AR technology. Structured interview form was used as the data collection tool. According to the findings, the participants focused especially on software selection in the analysis phase. They reported that easy interfacing of the program, multimedia support, the environment where the application is to be implemented, and the related devices to be used should be carefully considered. In the design and development phases, it is important to determine whether the application is appropriate to the target population, the content, and the purpose. In the implementation phase, it is important to provide the necessary technical sub-structure and the physical environment; to inform the students about the program, materials, purpose, and potential outcomes; and to provide them with equal opportunities in the application. The results obtained in this study can be used to guide future educational implementations and research studies on AR technology.

In recent years, educational researchers and practitioners have become increasingly interested in new technologies for teaching and learning, including augmented reality (AR). The literature has already highlighted the benefit of AR in enhancing learners’ outcomes in natural sciences, with a limited number of studies exploring the support of AR in social sciences. Specifically, there have been a number of systematic and scoping reviews in the AR field, but no peer-reviewed review studies on the contribution of AR within interventions aimed at teaching or training behavioral skills have been published to date. In addition, most AR research focuses on technological or development issues. However, limited studies have explored how technology affects social experiences and, in particular, the impact of using AR on social behavior. To address these research gaps, a scoping review was conducted to identify and analyze studies on the use of AR within interventions to teach behavioral skills. These studies were conducted across several intervention settings. In addition to this research question, the review reports an investigation of the literature regarding the impact of AR technology on social behavior. The state of the art of AR solutions designed for interventions in behavioral teaching and learning is presented, with an emphasis on educational and clinical settings. Moreover, some relevant dimensions of the impact of AR on social behavior are discussed in more detail. Limitations of the reviewed AR solutions and implications for future research and development efforts are finally discussed.