Abstract
This study presents a systematic review of literature on the application of augmented reality (AR) in professional training contexts published between 2001 and 2020. A total of 49 articles were selected after a two-stage screening process, and key research findings were analyzed and synthesized using a coding scheme comprising five inter-related aspects: basic information, instructional contexts, technology features, instructional design, and research results. The review results depict the trend patterns in AR-supported professional training in terms of publication, research paradigm, and technological affordances, and report the contextual differences in AR pedagogies and instructional functions over time. Furthermore, a meta-analysis was conducted in the present study to examine the overall effectiveness of AR application in professional training, with the results indicating an overall small effect size (g = 0.268) and nine significant moderating factors. Informed by the review and meta-analysis results, a set of implications for facilitating and investigating AR-supported professional training are proposed and discussed.
Highlights
Augmented reality (AR) is defined as a technology-enhanced environment where virtual objects can be overlaid into the real world [1,2]
Design codes specify the instructional functions of AR together with pedagogy and scaffolding design
The results indicated that the application of AR in professional training did not gain much attention from researchers in the past; the prospects for the field were hopeful
Summary
Augmented reality (AR) is defined as a technology-enhanced environment where virtual objects (augmented components) can be overlaid into the real world [1,2]. Azuma (1997) identified three technical features of AR: a combination of the real and virtual world, real-time interaction, and accurate 3D registration of virtual and real objects [1] These AR features afford a highly immersive and interactive virtual experience for users, allowing them to observe, interact with, and create digitally enhanced reality individually or collectively. Professional training is defined as a set of behaviors and acts with the purpose of increasing the employees’ professional skills to carry out a particular job in a better manner [5,6]. Such a definition highlights three important features of professional training
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