Augmented Reality In Education Research Articles

The Effect Of Remedial Learning Using Augmented Reality Media On Student Learning Interest In Cell Material

Cell material that has the character of Higher Order Thinking Skills (HOTS) and the lack of use of teaching media is one of the causes of students' difficulties in understanding it. In addition, it also has an impact on remedial learning. The purpose of this study is to determine the effect of remedial learning with augmented reality teaching media on students' learning interest in cell material. The research method uses a quantitative approach of the pre-experimental type with a form of research in the form of one group pre-test post-test. The technique used in data retrieval is the purposive sampling technique. The study sample was grade XI2 students of SMA Negeri 1 Seputih Mataram who experienced remedial cell material with a total of 18 individuals (10 men and 8 women) from 34 individuals who experienced remedial in general. The instrument used in the study was a questionnaire with the Guttman type. The aspects studied are 5 indicators of student learning interest: pleasure, focus, a sense of interest in the lesson, great curiosity, and involvement in the teaching and learning process. While the aspects assessed in this study amounted to 20. Based on research, the use of augmented reality media in remedial learning has increased. This can be seen from the average percentage value before treatment of 55.23% which is included in the low category and has increased by 64.94% which is included in the medium category. This proves that remedial learning using augmented reality-based teaching media can increase student interest in learning.

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

Augmented reality has the potential to transform and enrich Natural Sciences education. This is particularly true in preschool and primary education. This study aims to provide a literature review regarding the use of augmented reality in preschool and primary education to teach and learn Natural Sciences, Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics. A total of 63 related studies are examined. Based on the results, augmented reality emerged as a valuable and effective educational tool that can improve teaching and learning of Natural Sciences and its branches (e.g., Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics) in kindergarten and elementary schools. Students, teachers, and parents expressed positive attitudes and emotions about the use of augmented reality in education. Students that learned through augmented reality applications achieved better learning outcomes than those who learned through traditional means and methods. Specifically, augmented reality helped students acquire a deeper understanding of the concepts taught, improved their self-learning, and increased their engagement, motivation, comprehension, flow, and academic performance. Augmented reality can also help teachers provide lessons of high quality. Moreover, the ability of augmented reality to support both formal and informal learning was evident. Augmented reality also effectively supported collaborative learning, scaffolding, and experiential learning and enabled students to communicate and interact with their peers, surrounding environment, and digital content. Finally, augmented reality arose as an educational means that can improve students' ecological empathy as well as environmental consciousness and awareness. Based on the findings, implications and future research directions are provided.

Exploring the Role of User Experience and Interface Design Communication in Augmented Reality for Education

Exploring the Role of User Experience and Interface Design Communication in Augmented Reality for Education

Bridging the gap: integrating AR and VR production line training to enhance furniture carpentry students’ understanding of production processes

ABSTRACT Large-scale furniture production involves complex manufacturing processes and methods. However, Taiwanese schools face limitations in terms of space and equipment, restricting students from engaging in furniture prototype creation or small-batch production. As a result, students often struggle to grasp practical aspects of large-scale furniture production, leading to a partial understanding of manufacturing processes and methods. To bridge this gap, this study introduces Augmented Reality (AR) technology and miniaturized furniture production lines in a school’s woodshop. AR can be used to guide students through miniaturized production stages, emphasizing semi-automated furniture production features. Additionally, Virtual Reality (VR) technology is combined to provide an immersive experience of real-world, large-scale furniture production, allowing students to understand processing scenarios and conditions in facilities of other countries. In an experiment involving 30 first-year students, an experimental group (15 participants) received mixed AR and VR instruction, while a control group (15 participants) received traditional teaching methods. Findings reveal that AR and VR integration enhanced students’ comprehension of differences between the school workship and overseas large-scale furniture production facilities. This strategy improved their furniture production knowledge, and fostered adaptability to various production conditions and methods.

AUGMENTED REALITY IN EDUCATION: A BIBLIOMETRIC ANALYSIS

The application of augmented reality in education has become increasingly important in recent years. This research aims to reveal trends over the last twenty years with bibliometric analysis to examine the results of articles related to the use of augmented reality in education. This research collects data from the Scopus database from 2003 to 2023, uses the Scopus website analysis features, and visualizes the bibliometric network using Vosviewer. A total of 1,772 studies were accessed through various screening processes. This research distributes publications based on year, country, author, and most cited articles. Among the most published articles indexed by Scopus, papers published by researchers in the United States have the highest number of publications (302), followed by Spain (166) and China with 131 publications. Computer science provided the largest contribution by subject area (858 articles). The five most popular journals in AR are Education and Information Technologies, Computers and Education, Education Sciences, Sustainability Switzerland, and the International Journal of Emerging Technologies in Learning. It has been detected that Wu H.-K. et al. are the most popular authors, with a citation level reaching 3022 citations. The concepts that became clear in the co-occurrence analysis group were “augmented reality," “virtual reality," "education," "teaching," “students,” and "e-learning.”

Applying augmented reality in teaching of surgical residents-telementoring, a "stress-free" way to surgical autonomy?

Achieving surgical autonomy can be considered the ultimate goal of surgical training. Innovative head-mounted augmented reality (AR) devices enable visualization of the operating field and teaching from remote. Therefore, utilization of AR glasses may be a novel approach to achieve autonomy. The aim of this pilot study is to analyze the feasibility of AR application in surgical training and to assess its impact on intraoperative stress. A head-mounted RealWear Navigator® 500 glasses and the TeamViewer software were used. Initial "dry lab" testing of AR glasses was performed in combination with the Symbionix LAP Mentor™. Subsequently, residents performed various stage-adapted surgical procedures semi-autonomously (SA) (on-demand consultation of senior surgeon, who is in theatre but not scrubbed) versus permanent remote supervision (senior surgeon not present) via augmented reality (AR) glasses, worn by the resident in theatre. Stress was measured by intraoperative heart rate (Polar® pulse belt) and State-Trait Anxiety Inventory (STAI) questionnaire. After "dry lab" testing, N = 5 senior residents performed equally N = 25 procedures SA and with AR glasses. For both, open and laparoscopic procedure AR remote assistance showed satisfactory applicability. Utilization of AR significantly reduced intraoperative peak pulse rate from 131 to 119bpm (p = 0.004), as compared with the semi-autonomous group. Likewise, subjectively perceived stress according to STAI was significantly lower in the AR group (p = 0.011). AR can be applied in surgical training and may help to reduce stress in theatre. In the future, AR has a huge potential to become a stepping stone to surgical autonomy.

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

Breath Measurement Method for Synchronized Reproduction of Biological Tones in an Augmented Reality Auscultation Training System.

An educational augmented reality auscultation system (EARS) is proposed to enhance the reality of auscultation training using a simulated patient. The conventional EARS cannot accurately reproduce breath sounds according to the breathing of a simulated patient because the system instructs the breathing rhythm. In this study, we propose breath measurement methods that can be integrated into the chest piece of a stethoscope. We investigate methods using the thoracic variations and frequency characteristics of breath sounds. An accelerometer, a magnetic sensor, a gyro sensor, a pressure sensor, and a microphone were selected as the sensors. For measurement with the magnetic sensor, we proposed a method by detecting the breathing waveform in terms of changes in the magnetic field accompanying the surface deformation of the stethoscope based on thoracic variations using a magnet. During breath sound measurement, the frequency spectra of the breath sounds acquired by the built-in microphone were calculated. The breathing waveforms were obtained from the difference in characteristics between the breath sounds during exhalation and inhalation. The result showed the average value of the correlation coefficient with the reference value reached 0.45, indicating the effectiveness of this method as a breath measurement method. And the evaluations suggest more accurate breathing waveforms can be obtained by selecting the measurement method according to breathing method and measurement point.

Education in the Age of Artificial Intelligence

The age of artificial intelligence (AI) is just around the corner. This article presents the AI-based technologies that represent a significant change for the learning and teaching process. The article describes the potential of personalised learning, automated assessment, chatbots, predictive models, intelligent robots, and virtual and augmented reality for education, by reviewing scientific literature. Nowadays, knowledge of these technologies is essential for teachers. In this article we conducted a qualitative survey involving teachers. The aim of our survey is to assess the perceptions of educators about the use of AI in education. Our results show that educators are open to these technologies regardless of generation and discipline. The study summarizes the appropriate use of these technologies, the role of teachers, their attention to students and their active communication, as only this can lead to effective education in the age of artificial intelligence.

The effects of complex assembly task type and assembly experience on users’ demands for augmented reality instructions

The effects of complex assembly task type and assembly experience on users’ demands for augmented reality instructions

The Current State of Virtual Reality and Augmented Reality Adoption in Vietnamese Education: A Teacher’s Perspective on Teaching Natural Sciences

Virtual Reality (VR) and Augmented Reality (AR) technologies are increasingly applied across various fields, including education. However, in the Vietnamese education system, their use is still in its nascent stages. This article aims to analyze the current state of VR and AR adoption in the Vietnamese education system by evaluating two key aspects: the factors influencing the integration of VR and AR in teaching, and their roles in the Vietnamese educational context. The analysis is based on a survey conducted among 427 natural science teachers to assess the extent of technology adoption for instructional support, focusing on five factors: job positions, work locations, expertise levels, internet infrastructure, and English language proficiency. The research results reveal that, although VR and AR technologies have made their way into education, their adoption in Vietnam remains somewhat limited. The surveyed teachers indicate that the use of VR and AR enhances students’ learning experiences, making them more immersive and engaging when compared to traditional teaching methods. However, they do not have a comprehensive understanding of the full potential and roles of VR and AR in education. The findings obtained from this study serve as a foundational insight for future research, aimed at proposing solutions to leverage VR and AR technologies to improve student learning outcomes in a developing country like Vietnam.

Innovative Applications of Virtual Reality and Augmented Reality in Education

Innovative Applications of Virtual Reality and Augmented Reality in Education

The Impact of Augmented Reality Technology on Students' Motivation to Learn English

Research into the application of augmented reality in education remains in its preliminary stages, with a notable dearth of studies exploring the impact and consequences of augmented reality within educational settings. This study aimed to evaluate and gain insight into how an augmented reality mobile application influenced the motivation of junior high school students studying English. Intrinsic motivation theory served as the framework for understanding motivation in a learning context. The study employed the Attention, Relevance, Confidence, and Satisfaction (ARCS) model to elucidate the influence of augmented reality on student motivation. The research instrument utilized was a 34-item questionnaire centered around English learning motivation, based on the Instructional Materials Motivation Survey. A cohort of 200 participants engaged with the augmented reality mobile applications and completed both pre and post-tests. The findings indicated a significant enhancement in students' motivation to learn when utilizing the augmented reality mobile application. Motivational elements, including attention, relevance, confidence, and satisfaction, witnessed marked improvements.

Development of Educational Augmented Reality Game as English Language Learning Media with Character Education Values

Development of Educational Augmented Reality Game as English Language Learning Media with Character Education Values

Augmented Reality in Education: A Meta-Analysis Of (Quasi-) Experimental Studies to Investigate the Impact

The objective of this study is to thoroughly examine the influence of AR on educational achievements by amalgamating findings from (quasi) experimental investigations. This study constitutes a meta-analysis approach, which involves analyzing previous research statistically. Specifically, it focuses on 15 articles meeting the determined criteria for data inclusion in this meta-analysis, encompassing: 1) Research Methodology: Restricted to studies carried out via experimental or quasi-experimental designs, 2) Pertinence to Research Variables: Emphasizing research directly investigating AR's impact on educational achievements, 3) Indexing: Inclusion of publications indexed by reputable databases like SINTA, DOAJ, Copernicus International, or Scopus. Statistical Measurements: Encompassing studies providing relevant statistical metrics ('r' and 't') concerning the relationship between the variables studied. The outcomes demonstrate that the evidence indicates a beneficial effect of AR in augmenting educational outcomes. This deduction is drawn from a considerable average estimated Effect Size (1.231) alongside an exceedingly low p-value (< 0.001), denoting a highly significant statistical association between AR and heightened educational achievements. Although the collective findings strongly support AR's advantageous impact on various educational aspects, further research is imperative to address acknowledged limitations and optimize the potential of AR technology in enhancing educational achievements, motivation, and engagement across diverse educational settings and student cohorts.

Augmented reality guided autonomous assembly system: A novel framework for assembly sequence input validations and creation of virtual content for AR instructions development

In recent years, industries are striving to adapt immersive technologies in the real-time assembly shop floor setting to achieve effective outcomes in terms of enabling the worker to handle the complex cognitive assembly task execution/training circumstances. The manufacturers are presently facing difficulties with the process of Augmented reality (AR) instruction creation for the required product assembly system. The existing AR instruction development process demands highly skilled experts and more time consumption. Hence, the manufacturers are presently relying on third parties to acquire the required AR instructions by providing the necessary assembly particulars as input. Where, the cost of developing AR instruction is another big challenging concern. Predominantly, the significance of providing exact assembly input is vital for the experts to develop the appropriate AR content without any errors. An automated approach is developed in this study to resolve the difficulties with assembly sequence input for the AR instructions development process. The automated approach affords four different provisions that include validation of an assembly sequence input prior to the AR instructions development stage, suggestions for assembly sequence input generation, simulation of validated assembly sequence in the Virtual reality (VR) environment for user perception, and generation of virtual content for AR visualizations. Subsequently, the generated digital contents from the automated approach are imparted into the AR Unity platform to develop the required AR instructions for the product assembly system. Notably, this study explores the AR customized marker technique to visualize the AR content in the user’s view of the physical context. Finally, the AR guidelines are built as apps for the selected 11-part assembly and deployed on the shop floor for the user to perceive the AR content through visualization devices for execution of assembly operations in a real-time context. In addition, the effectiveness of the automated approach is analyzed with the existing approach, and the consequences are explored through the process of receiving feedback from the experts about the error rate, cognitive level, and creation time.

Augmented Reality in Education

Augmented Reality in Education

Dataset of user interactions across four large pilots on the use of augmented reality in learning experiences

Augmented Reality in education can support students in a wide range of cognitive tasks–fostering understanding, remembering, applying, analysing, evaluating, and creating learning-relevant information more easily. It can help keep up engagement, and it can render learning more fun. Within the framework of a multi-year investigation encompassing primary and secondary schools across Europe, the ARETE project developed several Augmented Reality applications, providing tools for user interaction and data collection in the education sector. The project developed innovative AR learning technology and methodology, validating these in four comprehensive pilot studies, in total involving more than 2,900 students and teachers. Each pilot made use of a different Augmented Reality application covering specific subjects (English literacy skills, Mathematics and Geography, Positive Behaviour, plus, additionally, an Augmented Reality authoring tool applied in a wide range of subjects). In this paper, we introduce the datasets collected during the pilots, describe how the data enabled the validation of the technology, and how the approach chosen could enhance existing augmented reality applications in data exploration and modelling.

An Augmented Reality-Assisted Disassembly Approach for End-of-Life Vehicle Power Batteries

The rapid expansion of the global electric vehicle industry has presented significant challenges in the management of end-of-life power batteries. Retired power batteries contain valuable resources, such as lithium, cobalt, nickel, and other metals, which can be recycled and reused in various applications. The existing disassembly processes rely on manual operations that are time-consuming, labour-intensive, and prone to errors. This research proposes an intelligent augmented reality (AR)-assisted disassembly approach that aims to increase disassembly efficiency by providing scene awareness and visual guidance to operators in real-time. The approach starts by employing a deep learning-based instance segmentation method to process the Red-Green-Blue-Dept (RGB-D) data of the disassembly scene. The segmentation method segments the disassembly object instances and reconstructs their point cloud representation, given the corresponding depth information obtained from the instance masks. In addition, to estimate the pose of the disassembly target in the scene and assess their disassembly status, an iterative closed point algorithm is used to align the segmented point cloud instances with the actual disassembly objects. The acquired information is then utilised for the generation of AR instructions, decreasing the need for frequent user interaction during the disassembly processes. To verify the feasibility of the AR-assisted disassembly system, experiments were conducted on end-of-life vehicle power batteries. The results demonstrated that this approach significantly enhanced disassembly efficiency and decreased the frequency of disassembly errors. Consequently, the findings indicate that the proposed approach is effective and holds promise for large-scale industrial recycling and disassembly operations.

Augmented Reality Education Experience (AREduX): An Augmented Reality Experience and Experiential Education Medium to Teach Empathy to Healthcare Providers and Caregivers of Persons Living With Dementia

Augmented Reality Education Experience (AREduX): An Augmented Reality Experience and Experiential Education Medium to Teach Empathy to Healthcare Providers and Caregivers of Persons Living With Dementia