Augmented Reality Applications In Education Research Articles

Kesan Penggunaan Teknologi Realiti Terimbuh Terhadap Pencapaian Akademik Pelajar : Sebuah Kajian Literatur Sistematik

The use of technological elements in education has become one of the elements of learning in the 21st century (21st Century Learning) Incorporated Augmented Reality is one of the branches of technology that is increasingly being applied in education. Augmented Reality is a technology that applies virtual information to the physical world in a three-dimensional form, which produces an interactive and comprehensive experience for the user. The highlighting objective of this systematic study is to identify the use of Augmented Reality applications in education and its impact on student academic achievement. The methodology of this study is based on online research highlighting from databases such as Scopus and Web of Science (WOS). The keywords used in the search are Augmented Reality in education, impact, learning, and academic achievement. This systematic study highlighted the use of augmented reality in a range of primary education level up to tertiary education level in learning fields, such as language studies, science, mathematics, and higher education. The study also found that the application of augmented reality can help improve student visualization skills, student problem-solving skills and help improve students' academic achievement. This aided researchers and educators to use the augmented reality application in education, while also providing future study related to the implementation of augmented reality and appropriate learning strategies for effective use of augmented reality technologies. The study also found that both teachers and also students have positive perception towards the use of augmented reality applications in learning process.

Systematic Literature Review on Augmented Reality with Persuasive System Design: Application and Design in Education and Learning

Augmented Reality (AR) is an innovative technology that has gained significant scholarly attention. It uses computer-generated sensory inputs like visuals, sounds, and touch to enhance how we perceive the real world, providing a transformative impact on human sensory experiences. Motivated by the possibilities of augmented reality (AR) in the realm of the educational learning environment, this research aims to document the evolving landscape of augmented reality (AR) applications in education and training, with a specific emphasis on the incorporation of persuasive system design (PSD) elements. The study also explores the diverse technologies and methodologies for developing these applications. A systematic literature review was conducted, analyzing 44 articles following the protocol for PRISMA assessments. Four research questions were formulated to investigate trends in AR applications. Between 2016 and 2023, publications on AR applications doubled, with a significant focus on the educational field. Marker-based AR methods dominated (68.49%), while markerless methods constituted 31.51%. Unity and Vuforia were the most used platforms, accounting for 77.27% of applications. Most research papers assessed application effectiveness subjectively through custom-made questionnaires. University students were identified as the primary target users of AR applications. Only a few applications integrated persuasive elements, even for adult users. This highlights the need for further studies to fully grasp the possibilities of combining persuasive system design with augmented reality applications in education

A Comprehensive Survey on the Investigation of Machine-Learning-Powered Augmented Reality Applications in Education

Machine learning (ML) is enabling augmented reality (AR) to gain popularity in various fields, including gaming, entertainment, healthcare, and education. ML enhances AR applications in education by providing accurate visualizations of objects. For AR systems, ML algorithms facilitate the recognition of objects and gestures from kindergarten through university. The purpose of this survey is to provide an overview of various ways in which ML techniques can be applied within the field of AR within education. The first step is to describe the background of AR. In the next step, we discuss the ML models that are used in AR education applications. Additionally, we discuss how ML is used in AR. Each subgroup’s challenges and solutions can be identified by analyzing these frameworks. In addition, we outline several research gaps and future research directions in ML-based AR frameworks for education.

AR-Speaking Buddy: Designing Content and User Interface of An Augmented Reality (AR)-Based Application for Malaysian Children Speaking Practice

The application of augmented reality (AR) as a learning tool is crucial for incorporating virtual objects into real-world environments to support learners in their educational journey. Despite the growing interest in AR applications for learning, research in this area is still in its early stages, particularly concerning the development of AR applications tailored for children, taking into account their needs and design preferences. This study aims to gain insights into children's perspectives on interface and content design, specifically for augmented reality application development. By involving children in the design process, the study seeks to identify their interface design preferences for AR characters and explore the topics that interest them the most. To achieve these objectives, the paper outlines the development process of an AR mobile application named "AR-Speaking Buddy," which was designed by considering children's content needs and interface design preferences. The application focuses on providing English language learning support to children for practicing their English communication skills. The research involved 25 children aged between 9 to 12 years old as users, and their feedback on the AR-Speaking Buddy application is presented, highlighting content and interface design elements. The findings from the children's feedback shed light on essential aspects of AR application design, which contribute to the development of future interface and content design strategies for augmented reality applications in education. By understanding children's preferences and incorporating them into AR application development, educators can create more effective and engaging learning experiences for young learners.

Machine Learning Clustering Analysis Towards Educator’s Readiness to Adopt Augmented Reality as a Teaching Tool

The advanced digital revolution has shifted conventional teaching and learning into digital education. In consistency with digital education, Augmented Reality (AR) applications started to shine in the education industry for their ability to create conducive teaching and learning environments, especially in remote learning during the COVID-19 pandemic. Movement Control Order (MCO) implemented in the year 2020 has led to emergency remote teaching and learning without much preparation for all educators and learners. Throughout these few years, most educators got familiar with digital teaching tools and online teaching platforms. Hence, this study aims to explore educators’ readiness to adopt AR as a teaching tool in their teaching during the endemic period. A quantitative approach via questionnaire has been distributed to the Private Higher Education Institutions (PHEIs) in the states of Selangor and Kuala Lumpur. Machine learning using a clustering technique was used to find patterns between the demographics of educators towards the AR perception of educators. The results revealed that educators' perceptions of AR technology are influenced by their familiarity with it, their personal beliefs, and their attitudes toward technology. This study provides an insightful overview of the benefits of AR applications in education and the implications of the adoption of AR in Malaysian schools and educational institutions. It also highlights the importance of motivating educators and students to embrace AR as an enhancement learning tool, providing a valuable discussion for the government, learning institutions, and educators on the implementation of AR in Malaysia.

Investigation of the Impact of the Use of Augmented Reality Applications in Education on Achievement: A Meta-Analysis of the Studies Conducted between 2010-2020

Bu araştırmanın amacı, eğitimde kullanılan artırılmış gerçeklik uygulamalarının öğrencilerin başarıları üzerindeki etkililiğine yönelik yapılan birbirinden farklı çalışmaların sonuçlarının bir araya getirilmesidir. Verilerin toplanması için çalışmaya dâhil edilme ölçütleri belirlenerek 28 çalışma araştırmaya dâhil edilmiştir. Bu araştırmada meta-analize alınan her çalışmaya ait etki büyüklükleri ve varyansları, grupların birleştirilmiş etki büyüklükleri ve grupların karşılaştırılmaları comprehensive meta-analysis istatistik programı ile yapılmıştır. Bulgulara göre, artırılmış gerçekliğin, akademik başarıyı artırmada geleneksel uygulamalara göre daha etkili olduğu söylenebilir. Etki büyüklüğünün en büyük olduğu ülkenin Türkiye, alanın ise fen eğitimi ve örneklem düzeyinin okul öncesi olduğu tespit edilmiştir.

Location-Based Augmented Reality for Cultural Heritage Education: Creating Educational, Gamified Location-Based AR Applications for the Prehistoric Lake Settlement of Dispilio

Today, augmented reality (AR) applications are being used in many fields, such as advertising, entertainment, tourism, and education. Location-based augmented reality (AR) is a technology where interactive digital content is associated with real-world locations and their geo-based markers. The merging of the real-world environment with the digital content occurs when the user reaches these locations. Location-based AR applications are typically experienced using mobile devices with the ability to report the user’s location via GPS. These applications are increasingly used in education, since it has been shown that they positively affect student satisfaction and engagement. Furthermore, it is known in the literature that learner satisfaction and engagement increase when gamification and storytelling techniques are incorporated into the educational process. The aim of the study is to present two location-based, educational augmented-reality applications that utilize gamification and storytelling to provide cultural heritage knowledge about a prehistoric lake settlement. The study also aims to provide ideas and guidance to educators who wish to create applications that transform educational visits to archeological sites and museums into engaging augmented-reality experiences. Both applications underwent a preliminary evaluation using a sample of 71 higher-education students and a sample of 58 school students. The findings showed that the applications scored well in aspects such as ease of use, student satisfaction, and perceived educational usefulness.

Augmented Reality Applications in Education and Examining Key Factors Affecting the Users’ Behaviors

Augmented Reality (AR) is increasingly influential in education. AR technology allows users to learn and practice in a simulated environment that enables repetition, correction, and failure without risk. The present study evaluated users’ attitudes towards using AR for learning complex tasks. The users are asked to interact with an AR Piling (ARP) application that shows various steps of a construction process. A set of selected practitioners and students used the application, and the evaluation involved various participants of different genders and backgrounds. A questionnaire was designed and data was collected through an online survey based on the Technology Acceptance Model (TAM). The model is modified considering education practices and adjusted to an AR app for learning purposes. The novelty of the model lies in various constructs such as technical quality, social influence, perceived immersion, learning, and perceived enjoyment. 200 responses were obtained and used for evaluating the proposed model. The attitude toward using AR and the perceived usefulness of AR were the two factors that determined the participants’ behavioral intention to use ARP. Respondents showed a high level of acceptance for AR. In education and higher learning contexts, the findings of this study contribute to a deeper understanding of how AR is accepted in complex learning environments. The study allows us to extend the TAM by examining how AR technology can be applied to teaching in universities and unpack the ways in which gender influences learning through AR application.

Augmented Reality Applications in Education: Arloopa Application Example

Arloopa is an augmented reality application that enables the integration of digital content such as images, sounds, texts into real world environments. By another definition the Arloopa app is an AR visualization tool that brings the physical and digital worlds together as one. Arloopa is an augmented reality (AR) and virtual reality (VR) app and game development company which provides advanced AR and VR services, such as: cloud-based augmented reality services, custom branded augmented reality app and game development, virtual reality app and game development, 2D and 3D content creation. In this study, the integration of Arloopa application into educational environments and application examples are presented within the scope of augmented reality applications course at a government university in Turkey. In addition, in this research, the presentation of the Arloopa application within a course unit and tips will be given to be used in future research on the integration of the application into education. At the end of the process, an interview form was prepared to determine opinions from the students about the Arloopa application and the use of augmented reality applications in education in general. The interview form prepared by the researcher was applied to 27 students within the scope of the course. According to the results obtained; the students found the use of augmented reality applications in education useful in terms of making the lesson fun, providing permanence in learning, and improving creativity skills. Despite all these positive aspects, the fact that some apps are salaried is accepted as the biggest limitation.

Revolutionizing elementary disaster prevention education and training via augmented reality-enhanced collaborative learning

In light of a recent spike in natural and man-made disasters, there has been an increase in interest in disaster prevention education and training. The effectiveness of both publicly-funded and voluntarily organized disaster education (DE) has attracted wide attention. More studies are needed to understand the innovative pedagogical practice and the impact of technological advances on disaster learning content development, effectiveness and motivation. This study investigates the application of augmented reality (AR) in DE and training. An AR-enhanced tool named ‘disaster-proof warrior’ was developed and tested to evaluate its enhancement effect on learning under two collaborative learning modes. A series of quasi-experiments involving 85 elementary school subjects was carried out to assess the learning effectiveness and the subjective reaction in learning motivation. The results showed the AR embedded learning tool is effective in engaging and motivating collaborative team knowledge building. This study adds to the existing literature of AR applications in education and training as well as providing a useful reference for future development and improvement of national DE and training.

The effects of augmented reality‐supported instruction in tertiary‐level medical education

AbstractA significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR‐supported instruction in tertiary‐level Medical Education (ME). This quasi‐experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group (n = 30) and an educational AR application with an experimental group (n = 30) to investigate any possible added‐value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR‐supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition. Practitioner notesWhat is already known about this topic Several studies have applied various Augmented Reality (AR) applications across different learning disciplines. The effects of AR on students' perceptions and achievements in higher education contexts is well‐documented. Despite the increasing use of AR‐instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction. What this paper adds This quasi‐experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes). This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR‐supported ME courses. The experimental group reported greater training satisfaction than their counterparts. Implications for practice and policy Students who followed the AR‐supported instruction achieved better academic performance that those in the control group. AR‐supported interventions encourage active learning and lead to significant performance improvement. The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre‐test performance scores.

Taxonomy of Virtual and Augmented Reality Applications in Education

This article presents and analyzes existing taxonomies of virtual and augmented reality and demonstrates knowledge gaps and mixed terminology, which may cause confusion among educators, researchers, and developers. Several such occasions of confusion are presented. A methodology is then presented to construct a taxonomy of virtual reality and augmented reality applications based on a combination of: a faceted analysis approach for the overall design of the taxonomy; an existing taxonomy of educational objectives to derive the educational purpose; an information systems analysis to establish important facets of the taxonomy; and two systematic mapping studies to identify categories within each facet. Using this methodology, a new taxonomy is proposed and the implications of its facets (and combinations of facets) are demonstrated. The taxonomy focuses on technology used to provide the virtual or augmented reality as well as the content presented to the user, including the type of gamification and how it is operated. It also accommodates a large number of devices and approaches developed throughout the years and for multiple industries, and provides a way to categorize them in order to clarify communication between researchers, developers, and educators. Use of the taxonomy is then demonstrated in two case studies-a virtual reality chemical plant for use in chemical engineering education and an augmented reality dog for veterinary education.

An Investigation of Pre-School Children’s Interactions with Augmented Reality Applications

ABSTRACT In this study, interactions of pre-school children with the augmented reality (AR) applications have been examined in terms of student-material, student-teacher and student-student dimensions. For this study, an embedded mixed design has been preferred. The sample has consisted of 25 children in the age range of 5–6. It is determined that there are significant differences in the interactions of pre-school children in entertaining and educational AR applications. However, there is no significant difference in educational AR activities with limited and flexible interaction. In addition, there are significant differences between children in student-material, student-teacher, student-student and total interaction levels. It is also revealed that children generally enjoy using AR application and love it and want to use it again. In this context, this study is expected to guide teachers or program designers in creating interactive environments or materials with AR technology.

Augmented Reality Applications in Education: Teachers Opinion

A general outcome of many studies stated that Augmented Reality (AR) technologies can improve the way of learning, efficacy, and motivation of learning. Although the findings are promising, more work is required. Augmented Reality(AR) acts as a bridge between digital teaching and learning. Teachers are the central factor of any educational system, and they play an important role in incorporating and embracing technology into education. This study aims to discuss the use of AR technology and teachers' opinions about the technology, requirement of training, integrating AR with a classroom setting, and the availability of resources and skills. Qualitative research has been conducted in suburban and rural areas on teachers with different specialties and the output showed that the development process of AR if feasible, and is easy to adapt in the classroom settings.

AUGMENTED REALITY TECHNOLOGIES IN EDUCATION - A LITERATURE REVIEW

"Digital technologies advancements have reshaped the framework of the traditional classroom and taken educational curriculum to a different new level. More than ever, the education systems all over the world, strongly affected by the shock of the COVID-19 crisis, need to rely on innovation and digital resources. Augmented Reality (AR) technology can enable educators and students to access specialised materials beyond time and space. This paper presents a systematic review of literature on AR in education in the last 3 years. In total 30 research papers were analysed in this review, by using the content analysis method. Further research topics concerning the affordances of AR applications in education have been identified. "

Examining the role of virtual reality and augmented reality technologies in education

In the last decade, applications of virtual reality (VR) and augmented reality (AR) technologies have rapidly increased. Although they are used especially in the game industry, their importance in education has also becoming more evident. As there are not enough academic researches on this field, we aimed to examine the role of VR and AR technologies in education. During the study, the implementation of VR and AR applications in education was analysed as well as impact factors, barriers and levels of knowledge transfer were investigated. We propose an approach to address the various identified issues. This study aims to contribute to the field with the comparison of the results, followed by analyses and recommendations for future work.
 
 Keywords: Virtual reality, augmented reality, education, learning models, assessment, flipped learning.

The Design and Implementation of an Educational Augmented Reality Application for Logical Circuit Design

The purpose of the study is to determine the effect of augmented reality applications on the learning of engineering students in their professional courses. The objective of the study is to ensure that augmented reality technologies, which are among the most important technologies of today, are used in educational settings. The other important objective of the study is to ensure that the augmented reality technologies used in professional training in countries such as the USA, Canada and the Netherlands are also used in our country and to provide a world-class education opportunity. Also, contributing to the economy of our country with the successful studies to be carried out in this regard is among the objectives of the study because of the increasing interest in augmented reality software throughout the world and the formation of an important economy related to the development of these kinds of software.In the study, an augmented reality application developed by the researcher was used in the learning process of a subject included in the faculty of engineering education curriculum. The study was performed using a convergent parallel mixed-methods design in which both qualitative and quantitative data were used simultaneously. The result of the study showed that there were no significant difference between the average attitude towards AR applications of the students participating in the study and the gender, class, and father education level; however, it is seen that there was a significant difference between maternal education status. It was also determined that the difference between the students’ average attitude towards AR applications before and after the study was significant.Similarly, it was observed that the difference between the AR attitude averages before and after the study and the AG attitude average 4 weeks after the study was also observed to be significant. It was also found that the students who participated in the study found the AR applications remarkable, entertaining, understandable and useful for the instructor. Moreover, they stated that using AR applications in lessons would contribute to fast and active learning and increase success.

Ortaokul Öğrencilerinin Artırılmış Gerçeklik Uygulamalarının Eğitimde Kullanımına Yönelik Tutumları: Siirt İli Örneği

Bu çalışmanın amacı, ortaokul öğrencilerinin artırılmış gerçeklik uygulamalarının eğitimde kullanımına yönelik tutumlarını incelenmesidir. Çalışmada karma model yöntemlerinden eşzamanlı üçgenleme tasarım kullanılmıştır. Çalışma katılımcılarını, 2018-2019 eğitim-öğretim yılında Siirt ilinde bulunan bir ortaokulun 6. sınıfında öğrenim gören 44 öğrenci oluşturmaktadır. Çalışma gurubunun seçiminde uygun örnekleme yöntemi kullanılmıştır. Nicel bölümde çalışmaya katılanların artırılmış gerçeklik uygulamalarına karşı tutumlarının belirlenmesi için “Artırılmış Gerçeklik Uygulamaları Tutum Ölçeği” kullanılmıştır. Nitel bölümde ise yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizi için SPSS 21 programı ve betimsel analiz yöntemi prosedürleri uygulanmıştır. Elde edilen verilerin sonucunda artırılmış gerçeklik uygulamalarının eğitimde kullanımına yönelik ortaokul öğrencilerinin tutum düzeylerini olumlu yönde etkilediğini ve görüşlerinin olumlu olduğu bulunmuştur. Çalışmada öğrencilerinin artırılmış gerçeklik uygulamalarının eğitimde kullanımına yönelik kullanma kaygılarının azaldığını ve kullanma isteklerinin arttığı sonucuna varılmıştır. Öğrencilerin artırılmış gerçeklik uygulamalarının eğitimde kullanımına yönelik kullanma memnuniyetlerinin arttığı, ancak istatiksel olarak anlama bulunmamıştır. Çalışmada hem erkek öğrencilerin hem de kadın öğrencilerin artırılmış gerçeklik uygulamalarının eğitimde kullanıma ilişkin tutum düzeylerinin aynı seviyede olduğu görülmüştür.

OP0255-PARE USING AN EDUCATIONAL APPLICATION TO FACILITATE UNDERSTANDING OF THE ANATOMY AND FUNCTION OF THE BRAIN AND TO EXPLORE THE EFFECTS OF CLINICAL FATIGUE FROM A PATIENT PERSPECTIVE

Background:Rheumatic and musculoskeletal diseases are a group of devastating autoimmune disorders that all commonly share the debilitating symptom of fatigue. Despite the fact that fatigue can often cause some of the greatest impairments to quality of life, it is frequently reported by patients as the least successfully managed symptom of these conditions.Fatigue is routinely misunderstood within the general population, with many people using the word fatigue as a synonym for tired. Fatigue is not the same as tiredness, which is a normal state that is experienced by most of the population, therefore it is important to help the general public understand what fatigue actually is and how it imposes consequences and limitations on those who suffer from it. To aid this understanding an educational application has been created to reinforce the patient perspective of living with fatigue. Furthermore, this application will also aid the understanding of brain anatomy and function, using Augmented Reality (AR), as research has now shown that brain function may be altered in the state of fatigue.Currently, educational AR applications show great potential for increasing comprehension and understanding of complex concepts. AR expands user engagement by enhancing the learner’s enjoyment and enriching their learning environment. We hope to utilise this technology in the education of fatigue.Objectives:We aimed to create an AR application that has informative content designed to educate users on the topics of basic brain anatomy and function. Furthermore, we aimed to increase the users understanding of the complete impairment of fatigue by creating a short video that describes living with fatigue from the patient’s perspective.Methods:The application was created using medical scan dataset, a variety of 3D modelling software, and a game engine to create a functional and interactive augmented application. The short video regarding a patient’s perspective on living with fatigue was developed in collaboration with the Glasgow Arthritis Involvement Network patient partners. In order to determine if the application met its primary objectives a pilot test was conducted on 14 participants. After consenting to taking part in the study, individuals were guided through a pre-application test, the use of the application itself and finally a post-application test.Results:Initial results from the pilot test showed promise in the educational potential of the application. With regards to the questions pertaining to the brain anatomy, the percentage of questions answered correctly increased from 36% in the pre-test to 60% in the post-test. Furthermore, after using the application the participants reported a significant increase in their confidence for their answers. An additional six questions ascertained a participants perceptions of fatigue. From these questions, the answer that was most significantly changed after use of the application, was in relation to the impact that fatigue has on a patient’s quality of life (t-Test p=0.02). After use of the application participants’ opinions changed to reflect the fact that fatigue can completely impair a person’s quality of life, showing an increase in their understanding of the debilitating nature of fatigue.Conclusion:This research explored the development and effectiveness of an AR application that was centered around fatigue and basic neuroanatomy education within the general population. From the pilot test conducted we are able to report that the application was successful in delivering educational material about brain anatomy and was successful in increasing awareness about the impact that fatigue can have on an individual’s quality of life.Figure 1.Augmented brain model scene using brain model as triggerFigure 2.Example of material change upon selection of Occipital Lobe optionAcknowledgments:The Glasgow Arthritis Involvement Network (GAIN)Disclosure of Interests:None declared

Augmented Reality Plant & Animal Cells: Design and Evaluation of an Educational Augmented Reality Application

In this paper, we present a usability evaluation of a custom AR educational tool designed to improve students’ understanding of the similarities and differences between plant and animal cells. We argue that the design of the Augmented Reality Plant & Animal Cells (ARPAC) tool promotes a self-driven approach to learning by presenting textbook content as interactive, 3D models that can be uncovered by exploring sections of their school textbooks with our app. Furthermore, the design of ARPAC can be mapped easily onto other subjects, providing teachers with additional pedagogical tools to utilize in the classroom. Preliminary results of a usability study support our initial design of a textbook-driven AR application to support learning in science subjects.