Abstract
The aim of this study is identifying the publications related to Augmented Reality (AR) in education and describing the features of those studies. The Web of Science database was searched for publications on AR in education. Bibliographic coupling of the countries, bibliographic coupling of the institutions, bibliographic coupling of the journals, bibliographic coupling of the publications, bibliographic coupling of the authors, and co-occurrences of the author keywords were examined for the selected publications. Bibliographic visualisation methods were used to analyse and visualise the characteristics of the selected publications. A total of 437 publications were selected following the research criteria between 1999 and 2018. The results revealed that virtual reality, mobile learning, interactive learning environments, and e-learning were among the most studied concepts in AR research. Computers & Education, EJMSTE, Educational Technology and Society, and Interactive Learning Environments have been among the top journals, Spain and Taiwan have been the most important countries, C.C. Tsai and G.J. Hwang have been the most important authors and National Taiwan University of Science and Technology has been the top institution in this research area. The research trend and the progress of the concept of augmented reality in education have been discussed in the paper.
Highlights
Augmented Reality (AR) can be defined as a real-time direct or indirect view of a real setting that has been enhanced by virtual computeraided technologies (Carmigniani & Furht, 2011). Azuma (1997) proposed that AR has three important dimensions, such as the combination of both virtual and real items in the environment, being able to interact with these items in real time, and the accurate registration of those real and virtual items.Most of the studies on AR in education are based on constructivist and situated learning theories (Koutromanos, Sophos, & Avraamidou, 2015)
The results revealed that virtual reality, mobile learning, interactive learning environments, and e-learning were among the most studied concepts in AR research
The results have been presented in a way starting from the more general findings and flowing to more specific ones, namely, bibliographic coupling of the countries, bibliographic coupling of the institutions, bibliographic coupling of the journals, bibliographic coupling of the publications, bibliographic coupling of the authors, and co-occurrences of the author keywords
Summary
AR can be defined as a real-time direct or indirect view of a real setting that has been enhanced by virtual computeraided technologies (Carmigniani & Furht, 2011). Azuma (1997) proposed that AR has three important dimensions, such as the combination of both virtual and real items in the environment, being able to interact with these items in real time, and the accurate registration of those real and virtual items.Most of the studies on AR in education are based on constructivist and situated learning theories (Koutromanos, Sophos, & Avraamidou, 2015). AR can be defined as a real-time direct or indirect view of a real setting that has been enhanced by virtual computeraided technologies (Carmigniani & Furht, 2011). Learners are encouraged to comprehend and construct their knowledge using the information they perceive from the outer world. Knowledge is built actively by the learners through social processes in an enhanced environment (Fosnot & Perry, 1996). In this context, AR applications employ both real and virtual environments, and learners are encouraged to build and construct knowledge in collaboration with other learners
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