Augmented Reality In Education Research Articles

Teachers’ Views on Integrating Augmented Reality in Education: Needs, Opportunities, Challenges and Recommendations

The integration of augmented reality (AR) in education is promising since it enhances teaching and offers more engaging and appealing learning experiences. Teachers can have a catalytic role towards the adoption of AR in education; therefore, their perspectives with regard to AR in teaching and learning are very important. The current study explores teachers’ views on the integration of AR in education through an open-ended questionnaire that has been answered by 93 educators worldwide. A set of digital skills that can support student-centered pedagogies in an appropriate infrastructure are the main requirement for effective teaching with AR. Among the perceived benefits and opportunities are interactive teaching and learning, increased interest and engagement, better understanding of complex concepts. As barriers, participants reported the lack of AR educational applications, the cost of buying and maintaining AR equipment and resources, the lack of teachers’ and students’ digital skills, classroom management issues, and security and ethical issues. Moreover, survey participants highlighted the need for raising teachers’ awareness for the added value of AR in education and the need for teachers’ continuous professional development. Implications and future research recommendations on the integration of AR in education are discussed.

Media comparison studies dominate comparative research on augmented reality in education

Research on the use of augmented reality (AR) in education has received a lot of attention in recent years. Based on many systematic reviews and meta-analyses, it has been concluded that AR is effective. Recently, however, researchers have criticized the fact that the empirical basis for this conclusion is based on results from methodologically problematic media comparison studies. However, an analysis of the literature and quantitative evidence for this claim are lacking. In this research project, this research gap was addressed using the Systematic Review method. A total of 92 primary studies from the top 12 Educational Technology journals were coded and analyzed. The results show that research on AR in education is based on media comparison studies: 80% of the studies compare AR to another medium or technology. Few studies examine how and when learning with AR is effective. In addition, results show that over the years, since 2009, more media comparison studies have been published than other research types. We summarize why media comparison studies are problematic and discuss directions for future research on AR in education. This research shifts from the question if AR can be used in instruction to the more important questions of how and when learning and teaching with AR works.

Examining the potential of augmented reality in the study of Computer Science at school

The phenomenon of augmented reality (AR) in education is examined in the article. The use of computer data in augmented reality (AR) enhances the physical world. Such content is associated with particular places or things to do. Applications for augmented reality (AR) have recently become accessible on mobile devices. AR is made accessible through media (news, entertainment, sports). It is beginning to spread into other spheres of life (such as e-commerce, travel, marketing). However, the main influence on AR is education. The authors investigated the potential applications of augmented reality in education based on the examination of scholarly papers. They found ways to use augmented reality in the classroom to teach computer science. Students can observe how computer systems operate when their parameters are changed thanks to such apps and services. In addition, students can visualize algorithms and data processes as well as modify computer hardware for augmented reality objects. The article outlines the subject matter of author preparation for working teachers. A few applications for training in AR technology were taken into consideration at this occasion. The advantages of using augmented reality items in computer science education are highlighted. It has been demonstrated that using augmented reality offers a chance to improve the realism of research and offers an emotional and cognitive experience. The development of new representations of actual objects and the creation of new chances for collaborative learning all help to engage students in systematic learning.The age of teachers, student engagement, the use of technology in education, play and entertainment styles of learning, and other aspects that affect the adoption of augmented reality in school computer science were all examined by the writers. Numerous STEM augmented reality projects have been chosen. The attitudes of the teachers toward these projects were assessed using expert evaluation, and the projects with the highest ratings underwent evaluation.

Prospects for the use of Augmented Reality in Education

Augmented Reality (AR) is an emerging form of experience in which the Real World (RW) is enhanced by computer-generated content tied to specific locations and/or activities. Over the last several years, AR applications have become portable and widely available on mobile de­vices. AR is becoming visible in our audio-visual media (e.g., news, entertainment, sports) and is beginning to enter other aspects of our lives (e.g., e-commerce, travel, marketing) in tangible and exciting ways. The aspects of the use of augmented reality technology in the system of higher education are considered. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement and also of interest to the younger generation Some noted challenges imposed by AR are usability issues and frequent technical problems. The advantages and limitations of using this technology are given. The prospects for the use of augmented reality technology in the educational environment are considered.

In-situ or side-by-side? A user study on augmented reality maintenance instructions in blind areas

In recent years, Augmented Reality (AR) has been effectively proposed as a tool to support workers in manual procedural tasks in industry, such as assembly and maintenance. It is very common for workers to deal with complete equipment in maintenance. Then, instructions may refer to components located in blind areas, i.e., visually occluded by part of the equipment. Displaying in-situ AR instructions in such blind areas requires handling occlusions; otherwise, side-by-side instructions can be exploited. In the literature, it is still unclear which solution better leverage workers’ performance in maintenance tasks accomplished in blind areas. Thus, we designed three AR presentation modes to convey maintenance instructions in a real machine: 3D in-situ rendered with X-ray technique; 3D side-by-side on a CAD model replicating the blind area; 2D side-by-side on a virtual mirror. We conducted a user study comparing these three presentation modes with a 2D drawing extracted from the original maintenance documentation of the machine. The performance of 42 participants was evaluated in terms of completion time, accuracy, and cognitive load. The results revealed that both in-situ and 3D side-by-side presentation modes perform better than 2D drawing. Specifically, the in-situ presentation mode outperforms the 3D side-by-side mode in terms of completion time. The side-by-side virtual mirror does not improve performance with respect to 2D drawing, then it needs to be redesigned for effective use in AR maintenance interfaces.

Are the Instructions Clear? Evaluating the Visual Characteristics of Augmented Reality Content for Remote Guidance

Augmented Reality (AR) solutions are emerging in multiple scenarios of application as Industry 4.0 takes shape. In particular, for remote collaboration, flexible mechanisms such as authoring tools can be used to generate instructions and assist human operators as they experience increased complexity in their daily tasks. In addition to the traditional handicap of ensuring instructions can be intuitively created without having to understand complicated AR concepts, another relevant topic is the fact that the quality of said instructions is not properly analyzed prior to the tools being evaluated. This means that the characteristics of the visual content are not adequately assessed beforehand. Hence, it is essential to be aware of the cognitive workload associated with AR instructions to assert if they can be easily understood and accepted before being deployed in real-world scenarios. To address this, we focused on AR during sessions of remote guidance. Based on a participatory process with domain experts from the industry sector, a prototype for creating AR-based instructions was developed, and a user study with two parts was conducted: (1) first, a set of step-by-step instructions was produced, and their visual characteristics were evaluated by 129 participants based on a set of relevant dimensions; (2) afterward, these instructions were used by nine participants to understand if they could be used to assist on-site collaborators during real-life remote maintenance tasks. The results suggest that the AR instructions offer low visual complexity and considerable visual impact, clarity, and directed focus, thus improving situational understanding and promoting task resolution.

Augmented Reality in Education

Abstract: Virtual things are superimposed over the real-world surroundings in Augmented Reality. Educators understand that learning is enhanced not only by reading and hearing but also by creating and participating. Our suggested idea attempts to use Augmented Reality to improve the current educational system. Present working on an app that will display educational information in the form of animations, movies, and 3D models. This initiative has the potential to improve student learning, creativity, and retention. Our application will also encourage pupils' intellectual curiosity, making them smarter. We want to disrupt the traditional educational model and create a new path to a smart classroom.

AI Based Metaverse Technologies Advancement Impact on Higher Education Learners

Avatars of real people inhabit the Metaverse. Some industry players have called it the ""next big bang"" for the Indian EdTech market, which is expected to reach $30 billion by 2032. Technology dominates 21st- century education, whether it’s university-based programmers, real-world technical training, or abstract concepts taught in schools and universities. In India’s education sector, researchers are still studying Augmented Reality. There are few Augmented Reality studies in education. This research evaluates and explains the impact of an Augmented Reality smartphone app on the learning passion of high school/college students. The study examines how augmented reality affects classroom motivation. Core motivation theory boosts classroom motivation. The attention, relevance, confidence, and satisfaction (ARCS) model affected how Augmented Reality was perceived and how the material was updated. This study evaluated Augmented reality smartphone apps using SEM model analysis. The study used the ARCS model to analyses Augmented Reality Education Apps, their effect on higher education, and their relationship with respect to Attention, relevance, satisfaction, and confidence are motivational variables with significant findings. The study found that using an augmented reality smartphone application would help students learn and be more motivated.

Bare-hand gesture occlusion-aware interactive augmented reality assembly

Augmented reality (AR) has increasingly been applied to benefit manual assembly tasks by conveying the paper-based instructions into visual guidance intuitively, alleviating the cognitive load while improving assembly efficiency. Nevertheless, most current AR assemblies focus on spatial alignment by superimposing a 3D virtual model on the real scene directly, ignoring the occlusion awareness between virtual guidance and the real scene. To this end, we proposed a bare-hand occlusion-aware interactive AR assembly method based on the monocular image, and a lightweight deep neural network is established to infer the depth relationship between the 3D virtual model and real scene including gesture manipulation, and thus the ambiguous AR instruction by inaccurate occlusion deduction would be prevented, leading to more realistic bare-hand interactive AR guidance for manual assembly. And then, a quantitative evaluation criterion is established to illustrate the gesture occlusion awareness performance during manual assembly operations. Finally, comprehensive experiments are carried out and the results illustrate that the bare-hand occlusion-aware system can alleviate the cognitive load for the operators within interactive AR assembly tasks, providing a more human-center intelligent assembly application.

Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact

Augmented reality (AR) continues to show its impact in education. While systematic review and meta-analysis studies have synthesized the evidence of this impact, most of them did not differentiate how AR may foster various learning outcomes to different degrees. In this study, 134 (quasi-)experimental studies on augmented reality (AR) in education from 2012 to 2021 were reviewed to discern the impact of AR on three levels of learning outcomes, namely response, knowledge and skill, and performance. The 134 studies are the data of this study for meta-analysis, which were obtained following the procedure of the Preferred Reporting Items for Systematic reviews and Meta-Analysis. Moreover, meta-regression was employed to investigate important factors relating to the variation of the impact, including educational level, subject area, treatment duration, and AR affordance. Findings from the meta-analysis suggest that AR technology has benefited all three learning outcomes, with a larger mean effect size on the outcome of performance. Furthermore, the meta-regression results indicate treatment duration as a significant factor likely relating to the variation in the impact of AR in education. Moreover, AR used to support the learning of languages or social studies is likely associated with higher positive learner responses such as learning motivation or attitude than AR used for science learning. The meta-regression result indicated that use of 3-D visualization in AR needs to be carefully designed and evaluated. The implications of using AR to support learning, the design of AR learning environments, and the future direction of research are discussed.

Current Challenges and Future Research Directions in Augmented Reality for Education

The progression and adoption of innovative learning methodologies signify that a respective part of society is open to new technologies and ideas and thus is advancing. The latest innovation in teaching is the use of Augmented Reality (AR). Applications using this technology have been deployed successfully in STEM (Science, Technology, Engineering, and Mathematics) education for delivering the practical and creative parts of teaching. Since AR technology already has a large volume of published studies about education that reports advantages, limitations, effectiveness, and challenges, classifying these projects will allow for a review of the success in the different educational settings and discover current challenges and future research areas. Due to COVID-19, the landscape of technology-enhanced learning has shifted more toward blended learning, personalized learning spaces and user-centered approach with safety measures. The main findings of this paper include a review of the current literature, investigating the challenges, identifying future research areas, and finally, reporting on the development of two case studies that can highlight the first steps needed to address these research areas. The result of this research ultimately details the research gap required to facilitate real-time touchless hand interaction, kinesthetic learning, and machine learning agents with a remote learning pedagogy.

Application of Augmented Reality in Teaching and Learning in Engineering Programs

Augmented reality is one of the new emerging technologies in the world, since its appearance was considered for many years its application in education as a tool in the student's learning process. Taking these aspects into account, the present research article was developed, which is based on the design proposal using augmented reality in the learning process at a university in northern Lima. In which the analysis, architecture and development of a prototype was showed in detail. The result of the article was obtained by means of surveys, in the first survey it was demonstrated that the augmented reality is an unknown technology for several of the students and the feasible use in the distance education as a support in the classes, in the same way the second survey demonstrated a high interest on the part of the students at the moment of using this technology in its learning of university formation.

Applications and Challenges of Augmente Reality in Education Sector: A Report

Abstract: Augmented Reality (AR) is one of the emerging advanced technologies which bridges the gap between the real and the virtual worlds, that gives students prodigious possibilities to learn the information in a completely unique way. With the rising use of personal smart devices in this modern era, the vast potentials of AR have begun to be explored as the smart devices are capable of producing AR environments. In this paper, we have the purpose of exploring applications and challenges of adopting AR in education. Since augmented reality in education can serve a number of purposes. It helps students easily acquire, process, and remember information. Additionally, AR makes learning itself more engaging and fun. Therefore, this paper is based on the research that has been conducted on AR. It is also not limited to single age group or level of education and can be used equally well in all levels of schooling: from preschool education up to college, or even at work. The potential of mixing smartphones and augmented reality for education is big, though it still has got to be fully discovered. AR, in various ways, could grant students extra digital information about any subject, and make complex information easier to know. Nowadays we may find some excellent samples of augmented reality in education worldwide. Ability to attach reality and digital content has been steadily improving, opening more options for adopting AR in education sector.

Augmented Reality in Education System

Abstract: In today’s classroom delivering education and providing crystal clear explanation is very difficult some concepts student feel difficult to understand because of no virtual experience that how exactly things work which they are studying . Textbooks are the major source of getting knowledge for students but the only problem in textbooks are 2D diagram present in the book , for students it is very difficult to understand the working of any diagram for example human heart that how exactly it looks and function because of no virtual experience. To solve this issue a concept called augmented reality for education system came into the picture. Augmented Reality creates wondaful opportunities for college teachers and even for student also to grasp the abstract concepts. With the help of interaction and experimentation that Augmented Reality technologies offers , faculties can enhance offline experience in the classroom, teach new development skills, enhance students minds develop interest in students minds for studies . As of know the most popular application for augmented reality in education is the use of augmented reality apps directly in the offline classroom, where teacher can explain the subject can provide the visual representation of the material and can help students also . The current state of augmented reality in education is examined in this chapter from a variety of angles, including the accessibility of various technologies, the different types of augmented reality learning experiences, the authoring tools available, the appropriate audiences the subject, and the state of augmented reality research in education.

Review of Research on Augmented Reality in Education: Advantages and Application

Abstract: Innovation in training can impact understudies to advance effectively and can persuade them, prompting a successful cycle of learning. Past exploration has distinguished the issue that innovation will make an inactive learning process in the event that the innovation utilized doesn't advance decisive reasoning, importance making or meta-cognition. Since its presentation, expanded reality (AR) has been displayed to have great potential in making the educational experience more dynamic, viable and significant. This is on the grounds that its cutting edge innovation empowers clients to interface with virtual and continuous applications and carries the normal encounters to the client. What's more, the converging of AR with schooling has as of late drawn in research consideration as a result of its capacity to permit understudies to be submerged in sensible encounters. Accordingly, this idea paper surveys the exploration that has been directed on AR. The survey portrays the utilization of AR in various fields of getting the hang of including Medicine, Chemistry, Math, Physics, Geography, Biology, Astronomy and History. This paper additionally talks about the upsides of AR contrasted with conventional innovation, (for example, e-learning and courseware) and customary instructing techniques (chalk and talk and conventional books). The audit of the consequences of the examination shows that, generally speaking, AR innovations have a positive potential and benefits that can be adjusted in instruction. The audit additionally demonstrates the impediments of AR which could be tended to in future exploration

Methodology for creating applications with augmented reality for education 4.0

The rise of industry 4.0 (I4.0) technologies increases with the passing of days, as well as their permeability in areas of other kinds, such as education. Currently the term coined for this is Education 4.0 (E4.0) which can be seen as a paradigm and can be conceived as an educational approach that uses the technological axes of I4.0 to optimize the teaching-learning process. One of the technologies that have been implemented the most in E4.0 is augmented reality (AR). However, this technology generally requires a high degree of expertise, which is why this paper proposes a methodology for the creation of applications (app) with AR that can be used as teaching resources in different subjects and educational programs of an affordable and intuitive way. Which is ad hoc to the objective pursued, allowing the creation of apps with AR where the use goes hand in hand and the creativity of the user who will insert it in the pedagogical process corresponds to him and allows students to enter the E4.0.

Interactive, Collaborative and Multi-user Augmented Reality Applications in Primary and Secondary Education. A Systematic Review

Augmented reality is a technology that enhances human perception with additional, artificially generated sensory inputs. This creates new experiences enriching human vision by combining natural with digital elements. Augmented reality development dates back to the early sixties but it is only in the last decade, thanks to improvements to hardware and software, when it has begun to be rapidly incorporated in several fields, including education. This study presents a systematic review of the literature on the use of augmented reality applications in primary and secondary schools, with a specific focus on collaborative, multi-user and interactive applications. The aim of the study is to investigate the characteristics of such applications, the processes that led to their adoption, and their effectiveness in enhancing the learning experience. This study synthesises a set of 100 publications from 2015 to 2020 and performs a qualitative analysis of their content. The review describes the current state of the art in research in augmented reality for education and provides future research lines, as well as trends for the future of such applications in educational settings, analysing the relevance of the multi-user interaction challenge within the augmented reality ecosystem.

Focus Group Findings to Support the Preliminary Development of the Augmented Reality Education Experience (AREduX).

Dementia is considered a global health priority with projections of the disease set to increase dramatically across the world. Current support for persons living with dementia (PLWD) relies on long-term care and local service centers to provide education and support. Augmented reality-based programs continue to gain momentum across health sectors, becoming an innovative approach that provides an opportunity to have a visceral experience, which can deepen understanding and provide an embodied perspective of other groups within a relatively short time frame. There is increasing interest in developing approaches to aid patient care outcomes for PLWD and their caregivers. Hence, healthcare providers (HCPs) who are appropriately trained and equipped to provide quality care to PLWD are essential and of international concern. The purpose of this research program is to develop an augmented reality (AR) education experience (AREduX), a proof of concept prototype in the form of a digital resource that uses AR to simulate the physical and cognitive symptoms that PLWD experience. The findings from a stakeholder focus group will allow for the preliminary development of the AREduX.

Augmented Reality and Its Presence Online Educations

Throughout the past 10 years, quick advancement of innovation has yielded new manners by which to foster applications for learning. AR which is known as Augmented Reality is as a scholarly medium is transforming into increasingly more open to young understudies in elementary school as well as gifted kids. It's a substitute medium that brings together perspectives from unavoidable registering, significant processing, and social figuring.. This medium offers particular affordances, joining physical and virtual universes, with nonstop and implied client the executives of the motivation behind read and intuitiveness. This document provides a brief overview of the extended Reality and E-Learning innovations. Model applications, significant AR innovations as referenced inside the instructional context. This study presents a logical overview of writing on augmented reality in education, with the most important discovery being the order of current investigation in augmented reality in education and, as a result, the recognizable proof of benefits and limitations of augmented reality for E-Learning. Likewise, latest things, a dream for the long run and open doors for more examination in expanded Reality for educational settings are referenced.

Augmented and Virtual Reality in Anatomical Education and its Evaluation: Quality Matters

Introduction and ObjectiveMany studies have described augmented and virtual reality (AR/VR) teaching in anatomy as having great potential. However, for this potential to be realized, deeper exploration of the offered evidence in AR/VR tool evaluation is required. While the body of evidence may be increasing to support the use of AR/VR, the purpose of this review is to examine the gaps in implementing and evaluating AR/VR anatomical education. The focus of many reviews is on the technology with less emphasis on instructional design. This review aims to pave the way for future researchers to provide evidence based, rigorously evaluated and validated anatomical educational tools that will truly be helpful.Materials and MethodsA literature search was conducted using search terms related to AR/VR anatomical educational tool evaluation. Included studies were evaluated for quality of research.ResultsGaps in AR/VR anatomy education evaluation studies included lack of user‐focused design process, minimal to no re‐iterations of AR/VR anatomy educational methods, high risk of bias, low validity, and lack of standardized protocols.ConclusionIn order to successfully and sustainably incorporate AR/VR into institutional educational curricula, high quality, comprehensive, standardized protocols of evaluation and user‐centred design approaches to meet instructional and curricular goals are required.Significance/ImplicationAR/VR is becoming increasingly available as a tool in anatomy education. It is a promising but relatively new frontier, and as such there is an increased pressure to seek out high quality evidence regarding its efficacy. These protocols must reflect a user‐centered, iterative process that begets high quality anatomical educational tools which would reliably and reproducibly lead to higher quality educational outcomes.