Augmented Reality In Higher Education Research Articles

Augmented reality and gamification in higher education: Designing mobile interaction to enhance students’ motivation and learning

The emergence of augmented reality (AR) and gamification in higher education has gained relevance by virtue of their usefulness in learning spaces. Prior research has examined these technologies separately, but less is known about the impact of combining AR and gamification in the area of web development. This article examined how different educational materials on web development influence students’ motivation and learning in higher education. The educational materials included lecture notes, an AR prototype, and an AR prototype with gamification. A web-based experiment involving 95 students demonstrated that using AR could enhance students’ motivation compared to conventional educational materials, such as lecture notes. However, compared with using only AR, the combination of AR and gamification did not enhance students’ motivation or learning. The findings may serve as a basis to further AR in higher education and support authors in the design of AR in course literature.

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

The article provides a meaningful definition of the concepts of STEM technology, STEM education, STEM approach, and STEM training; the meaning and main ways of using elements of augmented and virtual reality for higher education as a means of implementing STEM education are revealed. The purpose of the article is to show the importance and necessity of using elements of augmented reality in higher education as a means of implementing STEM education. As a result, an experimental study was conducted to clarify the state of development and the use of modern innovative technologies in education, clarifying the question – of to what extent modern technologies can effectively organize distance learning, and STEM education in higher education when using elements of augmented reality, which are provided to messengers preference of educators, which platforms are used by teachers in working with students of higher education during quarantine, etc. The conclusions summarize the most effective modern technologies for preparing and conducting practical online classes in higher education as a means of implementing STEM education and highlight the most important condition for creating a STEM environment in higher education.

Artificial Intelligence and Augmented Reality in Higher Education: a systematic review

Augmented reality is a technology that combines elements of the real and virtual world to enhance the user experience by providing additional information and enriching interaction. In education, AR has been used to enhance the teaching of complex concepts by providing interactive content and immersive experiences. This review examines various aspects related to the implementation of AR in higher education, including its educational benefits, impact on student motivation and engagement, and its effectiveness in achieving learning objectives. Associated challenges and limitations, such as device availability and effective experience design, are also explored. The results indicate that AR can improve content comprehension and retention, encourage active student participation, and enhance collaborative learning. However, significant challenges are identified, such as the initial investment in technology and the need for adequate teacher training. In addition, diversity in institutional infrastructure and resources may limit the widespread adoption of AR in higher education. In conclusion, augmented reality in higher education offers promising potential to enhance teaching and learning, but its successful implementation requires careful considerations of pedagogy, accessibility, and overcoming technological barriers. It highlights the need for further research to thoroughly understand its impact and maximize its benefits in academic training.

Exploring the Utilization of Augmented Reality in Higher Education Perceptions of Media and Communication Students

The present study aims to explore the perceptions and usage of Augmented Reality (AR) technology among media students in Palestinian universities. A quantitative approach was adopted, and data was gathered from a web-based survey of 237 media students. The Technology Acceptance Model (TAM) was utilized to gauge participants' perceptions of AR, and descriptive statistics were used for analysis. The findings reveal a generally positive perception of AR as a beneficial tool for skill enhancement, with mean scores ranging from 3.70 to 4.04 indicating strong agreement. The study also found moderate to high AR usage among participants, particularly for translating texts using Google Translate, but noted that usage patterns were more individual-oriented. Additionally, 91.1% of respondents attributed the COVID-19 pandemic to increased technology usage in higher education. The novelty of this study lies in providing insights into the perception and application of AR in higher education within the Palestinian context, an under-researched area. The study sheds light on the potential for integrating AR more formally into curricula, which could foster a more engaging and immersive educational experience. However, it also highlights the need to address barriers such as lack of technical support and possible discomfort with technology. Doi: 10.28991/ESJ-2023-SIED2-016 Full Text: PDF

Collaborative Augmented Reality in Higher Education Settings – Strategies, Learning Outcomes and Challenges

Augmented reality (AR) has the potential to enhance the learning experience of students by providing collaborative, interactive, and immersive environments. This paper reports a systematic literature review focused on examining the research studies on the use of AR in higher education from January 2018 to October 2022, specifically in the context of collaborative learning. The initial search resulted in a total of 2537 studies, of which 20 were analyzed for final review. The main findings suggest that learning using AR-enabled collaborative learning benefits students’ overall knowledge gain, improves task performance, reduces task errors, and provides a positive collaboration experience in higher education settings. This article concludes by discussing the implications of these findings and their use as guidelines by educators, designers, and researchers for developing effective collaborative AR learning content.

What Previous Research Says About Virtual and Augmented Reality in Higher Education

Virtual reality is a computer-generated environment with scenes and objects that appear to be real, making the user feel they are immersed in their surroundings. It is not a recent technology, nor is its application to education. Despite its popularity, it is not widely used in education because of its limitations including required technologies, the cost and etc. In order to gain a better understanding of how it is used in higher education so far and what the trends regarding courses and teaching methods in which virtual and augmented realities are integrated are, it is thought that it may be helpful to conduct a systematic review of the use of virtual reality in higher education.
 This paper aims at contributing to an understanding of using virtual reality in higher education in the context of technology enhanced learning. So, it is designed as a systematic literature review with five steps. Those steps are description of research questions, searching for relevant published research, screening of those research, coding of them, and lastly analysing and mapping the data. Based on the data, it can be said that virtual and augmented realities in higher education have been mostly implemented in the medicine courses and simulations have been mostly implemented in virtual and augmented realities in higher education as teaching strategies.

Augmented Reality in Higher Education: The New Reality of Teaching and Learning during and Post-COVID-19

Augmented Reality in Higher Education: The New Reality of Teaching and Learning during and Post-COVID-19

Augmented Reality and Its Influence on Cognitive Thinking in Learning

Augmented reality (AR) is a medium of transforming K-12 and higher education. The ability to overlay multimedia onto the real world for viewing using web-based environments and technology-enabled devices such as tablets, desktop computers, mackintosh, and phones affords students the ability to access information and resources any place and time they need it. Effective use of technology-based environments and augmented reality reduces cognitive load by scaffolding information and lessons' contents. Augmented reality can readily help in cognitive thinking and enhancing cognitive thinking processes. An increase in patients' cognitive processes using augmented reality in the medical industry where patients use augmented reality tasks to regain cognition, mobility, and ability to perform basic human tasks. The critical literature review will review augmented reality in higher education and its impact on increasing cognitive thinking. Challenges of using augmented reality will be reviewed, including its benefits. There will be a discussion on the gaps in research on augmented reality in higher education and best practices on the use of augmented reality.

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Chemistry education is challenging when many students cannot see the relevance and interest between what they learn at school and their everyday life outside the curriculum. Due to the prevalence of chemicals in real life, students lose interest in those not-so-novel Chemistry problems as they are satisfied with their rudimentary grasp of knowledge. Therefore, it is of paramount importance to draw students’ attention to those day-to-day Chemistry concepts, a task in which augmented reality (AR) can be a competent pedagogical facilitator. Despite its popularity due to the development of smart devices, educators are still averse to adopting AR in teaching because of the doubts about its pedagogical effectiveness and difficulties in implementation. This paper will demonstrate an AR app developed by City University of Hong Kong (CityU) for a year four undergraduate Chemistry course under two UGC’s project funds and CityU’s Teaching Development Grant that aligns with the university’s Discovery and Innovation-enriched Curriculum. The learning theories and technology stack of development and deployment will be shared in this paper. The consideration during preparation, production, and publishing will also be documented. A pilot survey about students’ perception of the AR showed positive feedback for the AR app in terms of enhancing awareness, learning, understanding, and engagement, which addresses the concerns of retaining students’ engagement during teaching and learning real-life Chemistry. We hope that educators who are interested in adopting AR can gain insights from this AR development experience. This research can act as a foundation for further exploration of applying AR in secondary and tertiary Chemistry education.

Measurement of emotional variables through a brain-computer interface in the interaction with books with augmented reality in higher education

This article aims to describe the process of measuring mental state variables through a brain-computer interface in the interaction of humans with books with augmented reality; specifically, it seeks to analyze the variables commitment, stress, interest, relaxation, excitement, concentration in the interaction of students with a book with augmented reality compared with the measurement of the same variables when reading a traditional text. For the process of measuring emotional signals, two texts were designed for the data structure subject of the systems engineering program, the first in traditional format and the second with augmented reality applications. Subsequently, the mental state measures were taken through the brain-computer interface to the sample of students of the subject interacting with the traditional book and the book with augmented reality. Finally, through the interface software application, the results of the variables of each student interacting with the mentioned texts were downloaded and comparatively analyzed. Through comparative analysis, it is shown that the variable of mental state interest increases in the interaction of higher education students with books with augmented reality compared to reading a traditional text. Brain-computer interface systems have become an effective strategy for the measurement of emotional variables in the incorporation of emerging technologies such as augmented reality into teaching-learning processes in higher education.

Students' Attitudes toward the Application of Mobile Augmented Reality in Higher Education

Virtual (VR) and augmented reality (AR) have emerged from the framework of academic and industrial laboratories and have acquired global attention. Currently, the focus shifted from the technologies themselves to finding adequate teaching and learning applications. In this paper, the students' attitudes toward the application of mobile AR (MAR) in higher education (HE) were researched (with a focus on augmented textbooks). The results showed that the students have a mostly positive attitude, and it is concluded that there was no statistically significant difference between the STEM (science, technology, engineering, and mathematics) and non-STEM students' opinions regarding this topic. Based on the results, the further research and integration of this technology into HE settings can be suggested.

Sustainability of Educational Technologies: An Approach to Augmented Reality Research

Technological advancements have posed a challenge to educational institutions in the sustainability of management, research and teaching activities. Virtual technologies have allowed digital transformation to be incorporated into university education—among them, augmented reality (AR). The study examined the evolution of global research on this topic in the period 2005–2019. A bibliometric analysis of 1977 articles was performed, obtaining results of scientific productivity. The evidence showed a growing interest in studying the sustainability of AR in higher education. According to the results, the main category was computer science; the most productive journal was Computer and Education; the authors with the largest number of publications were Nee and Ong, while Wang was the most frequently cited author; the most productive institution was the National Taiwan University of Science and Technology; the United States was the country with the largest number of publications and citations; and, finally, the United States and Spain were the countries with the largest number of international collaborations in their articles. Five lines of research were identified, among which those oriented to the topics of technological resources, computer, simulation, education and learning stand out. It was verified that this research topic has a growing and dynamic interest in scientific activity, and its sustainable approach is confirmed by being linked to the Sustainable Development Goals (SDGs).

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

Analysis of the Productive, Structural, and Dynamic Development of Augmented Reality in Higher Education Research on the Web of Science

Augmented reality is an emerging technology that has gained great relevance thanks to the benefits of its use in learning spaces. The present study focuses on determining the performance and scientific production of augmented reality in higher education (ARHE). A bibliometric methodology for scientific mapping has been used, based on processes of estimation, quantification, analytical tracking, and evaluation of scientific research, taking as its reference the analysis protocols included in the Preferred Reporting Items for Systematic reviews and Meta-analyses for Protocols (PRISMA-P) matrix. A total of 552 scientific publications on the Web of Science (WoS) have been analyzed. Our results show that scientific productions on ARHE are not abundant, tracing its beginnings to the year 1997, with its most productive period beginning in 2015. The most abundant studies are communications and articles (generally in English), with a wide thematic variety in which the bibliometric indicators “virtual environments” and “higher education” stand out. The main sources of origin are International Technology, Education and Development Conference (INTED) Proceedings and Education and New Learning Technologies (EDULEARN) Proceedings, although Spanish institutions are the most prolific. In conclusion, studies related to ARHE in the WoS have become increasingly abundant since ARHE’s research inception in 1997 (and especially since 2009), dealing with a wide thematic variety focused on “virtual environments” and “higher education”; abundant manuscripts are written in English (communications and articles) and originate from Spanish institutions. The main limitation of the study is that the results only reveal the status of this issue in the WoS database.

Yükseköğretim Kurumlarında Artırılmış Gerçeklik Uygulamalarına Yönelik Yapılmış Araştırmaların İncelenmesi

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Faculty awareness of the economic and environmental benefits of augmented reality for sustainability in Saudi Arabian universities

In recent decades, smart technology has been one of the major thought-provoking research subjects in the quest to meet the needs of society in ways that do not damage or deplete the environment and that conserve natural resources. Augmented reality is an emerging technology that blends three-dimensional virtual objects with reality. Technologies such as Augmented Reality can be useful tools to promote sustainable development in higher education in terms of various economic, social and environmental considerations. This paper aims to investigate faculty members’ awareness of the potential benefits of incorporating Augmented Reality technology in Saudi Arabian universities in terms of its economic and environmental sustainability.For this study, quantitative data was collected by means of a survey questionnaire where participants responded to statements on a five-point Likert scale that ranged from “totally agree” to “totally disagree”. The study was conducted with a sample comprising 228 academic and e-learning department staff from Saudi universities. The exploratory factor analysis technique was utilised to identify factors related to awareness of advantages of using Augmented Reality in education, particularly in relation to sustainability. Two factors were identified, namely environmental and economic factors. Study findings indicated that academic and e-learning department staff believe that the use of Augmented Reality in higher education has positional environmental and economic sustainability benefits. The findings from this study provide insights that will assist further studies regarding AR in the Gulf Cooperation Council countries.

AUGMENTED REALITY AS A TEACHING TOOL IN HIGHER EDUCATION

Rapid development of the technology has influenced its inevitable entrance in the learning processes. Teachers are often challenged to use the appropriate educational technology in the process of teaching in order to ease the learning process of students. Introducing new technology in the teaching process should utilize the new technology in any possible way in order to assist the teacher in transferring the knowledge and assist the students in grasping that knowledge. This paper should emphasize the benefits of using augmented reality in higher education, by measuring outcomes of the students which used augmented reality as a teaching tool in the courses. Results from the survey imply that students show significantly improved results in increasing the interest, understanding and interiorizing the learning material. University teachers found that using augmented reality is significantly improving the learning process of students and their teaching process in a pedagogical and technical sense.