Augmented Reality In Education Research Articles

Exploring Teachers’ Competences to Integrate Augmented Reality in Education: Results from an International Study

Exploring Teachers’ Competences to Integrate Augmented Reality in Education: Results from an International Study

Implementation of Augmented Reality Teaching and Learning Kit to Enhance Visualization, Motivation and Understanding among TVET Students

Augmented Reality (AR) technology is one of the increasingly preferred choices for educational development of education. This study aims to identify the level of visualization, motivation and understanding by designing and developing an AR application for the topic of Engineering Drawing. This application enhances the user's clarity and comprehension on the types of drawings and the form of the drawing to be presented. The design and development process of this AR application uses the Hannafin and Peck model as a guideline. The research instruments used are expert review forms for product development and questionnaires. The study included a total of 52 students from Sungai Buloh Vocational College, Selangor, as participants. The findings were analysed descriptively using the Statistical Package for the Social Sciences (SPSS) software version 27. The evaluation was conducted on three (3) aspects, namely the level of visualisation, motivation and comprehension of the students, as well as the significance of research to examine the gender differences between the three aspects. The findings of the study revealed that the use of the AR application produced for the three (3) components yielded a favourable outcome with a reliability value of r=0.855, which demonstrates that the instrument possesses a high level of reliability. However, no significant difference was found between the genders of the students that participated in the study. In general, the findings of the study indicate that the implementation of the AR teaching and learning kit has yielded positive outcomes in terms of enhancing students' visualisation skills, motivation levels and comprehension of the Engineering Drawings subject.

The impact of augmented reality on education: a bibliometric exploration

Education is one of the many sectors in which augmented reality has been successfully implemented. To determine how Augmented Reality (AR) supports education, this bibliometric study analyzes 1734 articles extracted from the Scopus database between 2010 and mid-2023. The study aimed to determine patterns in productivity, authorship and collaboration patterns, publications, citation structures, general research tendencies, and bibliographic coupling. Biblioshiny and VOSviewer were employed in this investigation. The outcomes of the study indicate an ongoing trend of increasing publication counts or more contributions since 2016, and still a trending topic studies on interactive learning environments and AR in education and knowledge constitute niche areas, while epidemiology, science education, and mobile augmented reality are important research topics that were underdeveloped and indicate a relationship that is both emerging and declining, based on a thematic analysis of the papers. Furthermore, the outcomes demonstrate that the USA, Spain, and the United Kingdom have the strongest global cooperation despite the USA writing more articles. To offer an ideal road map for scholars who would like to carry out research in this area, this paper also looks at the trendsetting in augmented reality in education.

Augmented Reality and Virtual Reality: A New Way of Seeing the World

Technologies such as (AR) Augmented Reality &(VR) Virtual Reality, which provide immersive digital experiences, interactive environments, simulation, and engagement, have completely changed how we approach learning. However, in order to meet the huge demand in education, these technologies which are still in the emerging stage need to be heavily customized and heavily invested in. This thorough analysis seeks to contextualize the last few years of development of Virtual and Augmented Reality in the Education. For additional study, a total one thousand five hundred and thirty-six articles are chosen using text mining and theme analysis techniques. Based on earlier research on AR and VR in education, hypotheses were developed and are currently being processed and analysed to reveal the current development in literature via Augmented Reality and Virtual Reality, applications, benefits, and future directions. The findings show that wearable technology has contributed significantly to the exponential expansion in the use of Virtual and Augmented Reality in education in recent years. Results also highlight the need for faster adoption and customization of these technologies in educational institutions, based on secondary data. An increasing number of educational applications for the learning process are emerging as Virtual and Augmented Realityexp and quickly. It is advised that researchers stay up to date on the gaps in AR and VR’s Changeover to education &develop practical adaptation strategies to maximize the benefits of these technological development with significant developments in high-speed transmission and processing, AR &VR are developing as Display Platforms for Next Generation for more intimate human-digital interactions. Nonetheless, matching the extraordinary Human Vision Performance while keeping Near the Eye Display module tiny and lightweight presents unprecedented hurdles for optical engineering. Fortunately, new advances in Holographic Optical Elements HOEs and Lithography Enable Devices present novel approaches to overcoming these challenges in Virtual and Augmented Reality which would otherwise be problematic with traditional optics

Development of Augmented Reality Teaching Modules on Material Understanding Human Respiratory Organs Class V Elementary School

This research is a form of investigative research and development (R&D). This research uses the ADDIE research model, which includes five different stages: analysis, design, development, implementation, and evaluation. This study involved fifth grade students at SD Negeri 7 Muara Telang. Data collection methods used include interviews, questionnaires, and documentation. Validity analysis and practicality analysis. The validation analysis procedures were assessed by three experts, namely material experts, media experts, and language experts. The average level of validity was determined to be 92.66%, indicating a high level of validity. The practicality analysis procedure was evaluated by carrying out individual tests on 3 students at the initial stage, followed by small group tests involving 8 students. The test results gave an average score of 92.08%, which shows a high level of practicality. As a result, it can be concluded that the augmented reality teaching module, which focuses on teaching fifth grade students about the introduction of human respiratory organs, is very valid and practical, making it suitable for use in the classroom.

Trends and Research Issues of Augmented Reality in Education: A Bibliometric Study

This study aims to comprehensively review Augmented Reality (AR) research in education through a bibliometric analysis of 1,850 journal articles and proceedings published between 2015 and 2023. Data were obtained from the Scopus database, which focused on social science subjects. This study focuses on two main aspects: performance analysis and science mapping. The results show a consistent upward trend in AR research, with the United States leading the number of publications, followed by China, Spain, Taiwan, and Turkey. The most influential authors are Akçayır, M. and Akçayır, G., with the highest number of citations. Visualization using VOSviewer yielded seven research clusters, highlighting the role of AR and VR in interactive teaching, simulation, and engineering education. The findings also suggest further research opportunities in the areas of "nursing education," "simulation," and "educational innovation," affirming AR's potential for innovative and sustainable learning. This research contributes to the understanding of the development of AR in education and serves as a useful reference for other researchers interested in studying AR in education.

Usability of Pseudo-Haptic Feedback for Manual Precise Manipulation of Objects in Augmented Reality

Manual precise manipulation of objects is a critical skill in daily life, and Augmented Reality (AR) is increasingly used to support such tasks. In this study, we propose a system utilizing pseudo-haptic feedback to support precise manipulation for six degrees of freedom (6DOF). Two types of AR instruction interfaces were developed: Visual Deviation Instruction Interface (VDI) and Pseudo-Haptic Instruction Interface (PHI). A user study with 18 participants compared the two instruction interfaces in terms of performance and user experience. The objective measures of performance (task completion time, deviation), and the subjective measures (system usability scale, NASA Task Load Index) were collected. Results show that both instruction interfaces effectively support manual precise manipulation, achieving position deviations under 2 mm and orientation deviations under 1°. PHI outperformed VDI in speed, mental effort, physical demand, performance, perceived workload, custom user experience elements and reduction deviations of manual precise manipulation. Finally, we discuss research limitations and future directions.

Augmented Reality as a Tool to Support the Connection Between Reality and Mathematical Knowledge: A Case for Teaching Parallel Relations of Planes in Space

In the 11th−grade Vietnamese Mathematics Curriculum, students learn about parallel relations between planes in space. This is cognitively challenging for many students. Studies have shown difficulties relating to limited spatial imagination and drawing representations. The teacher’s approach also causes difficulties for some students; for example, some teachers do not approach new knowledge from practice. These approaches lead students to learn math only in that class rather than to relate math knowledge to real life, whereas real-life objects can be good tools for illustrating knowledge of spatial geometry. This study uses an action research method using GeoGebra 3D Calculator software to design teaching situations about parallel relations of lines and planes in space. This study was conducted with 40 students in 11th grade in Long An Province, Vietnam. It was found that learning tasks can be designed to help students construct knowledge effectively and overcome difficulties. The results of this research show that AR software for 3D Geometry, in particular GeoGebra, creates a connection between reality and abstract knowledge about the parallel relations of lines and surfaces in space. The research also shows that the application of augmented reality in teaching helps students understand and test hypotheses, eliminate false hypotheses, and build new knowledge about parallel relations effectively.

AR/VR assisted integrated framework of autonomous disassembly system for industrial products

An immersive Augmented Reality (AR) technology enhances productivity and flexibility in manufacturing by providing real-time instructions within workers’ field of view, aiding in complex tasks. According to cognitive load and attention-based theories, AR guidance can reduce cognitive strain, enhancing task performance. The affordance of AR in industrial processes like assembly or disassembly for repair/maintenance has been exploited broadly. However, the prevailing studies on automated user interfaces for AR instruction development, specifically virtual scene creation and target generation for object mapping rendering, still need to be explored. Notably, production industries currently rely on outsourcing skilled professionals to create AR overlaying instructions using manufacturer input. However, the exactness of the disassembly repository is substantial to avoid defects in AR guidance particulars. This underscores the significance of generalized automated AR instruction development and emphasizes the demands for further research. In this work, the autonomous AR-integrated framework is developed for the disassembly context, empowering manufacturers to acquire desired outcomes across various modules. These modules include the validation of the manual user disassembly sequence repository during the prefatory phase of AR instruction creation and the provision of Disassembly Sequence Planning (DSP) input. Additionally, the framework supports the simulation/rendering of disassembly efforts in a virtual platform and the generation of rendering virtual display scenes for appropriate AR-guided object mapping. Furthermore, it enables the generation of essential model targets for registering the AR scenes. Subsequently, the extracted repositories (virtual scenes and model targets) are input into the Unity AR tool to create AR mapping guidance for disassembly operations. The performance of the autonomous disassembly module is evaluated through three case studies with different AR visualizations. Furthermore, the potential of the proposed framework is exploited by extracting feedback from experts regarding flexibility, compatibility, completion time, and cognitive level.

Potential and Limits of Augmented Reality in Engineering Education and Industry 4.0

AbstractAs a young class of socio‐technical systems, Augmented Reality (AR), which enriches the real world with virtual information, is becoming increasingly important. It offers a variety of possibilities in the areas of education and training. Here, interactive and immersive learning experiences increase motivation and learning success. AR also enables the specific support of workers in the production environment. When dealing with complex tasks, AR applications help workers to increase efficiency and quality. Based on the developments of the BMBF collaborative project KORESIL, this paper contains an overview of the current application scenarios of AR in teaching and industry. The outlook provides an analysis of this technology's potential and identifies current challenges in hard‐ and software.

Innovative Applications of Virtual Reality and Augmented Reality in Education

This article explores the innovative applications of Virtual Reality (VR) and Augmented Reality (AR) technologies in the field of education. The article first introduces the basic concepts of VR and AR technologies and their potential in education, and then discusses their practical applications, challenges faced, and future development directions in education through three different sections. The article concludes by summarizing the importance of VR and AR technologies in improving the quality of education and enhancing the learning experience, and offers a perspective on the future development of these technologies.

Decoding educational augmented reality research trends: a topic modeling analysis

AbstractThis study aims to examine the temporal evolution and changes of research interests and trends in the educational augmented reality (AR) literature. To this end, 3718 articles published in the 2003–2022 period and indexed in the Scopus database were analyzed through machine learning-based semantic topic modeling and descriptive analysis. The findings indicate a notable upswing in studies on educational AR, particularly since 2015. The articles were categorized into eleven primary themes through topic modeling analysis. The three most prevalent topics in terms of volume are “Augmented Reality in Education and Cultural Heritage”, “Medical Education and Patient Care”, and “Enhancing Safety and Information in Food Consumption”. Observations across different times reveal that “Augmented Reality in Electrical and Electronic Systems” and “Gesture-Based Instruction and Maintenance” were studied in the initial periods. Since 2015, there has been a notable increase in applications falling under the “Serious Games” category. The least voluminous and slowest-evolving topics are identified as “Serious Games for Children with Autism Spectrum Disorder”, “Augmented Reality in Chemistry and Biology Laboratories”, and “Augmented Reality for Safe and Efficient Driving”. Considering the recent momentum gained by these topics, it is anticipated that they will become popular topics for future studies. This study represents a significant milestone as the first and most comprehensive research using machine learning in its field, not only explaining the current state of the field but also providing valuable information for future research efforts.

Augmented Reality for Education: A Bibliometric Analysis Using VOSviewer

This review aims to present a comprehensive knowledge mapping and analysis of Augmented Reality in education by conducting bibliometric analysis. This study will provide insight into the scope of research, the most frequently emerging research trends, and other areas in education. The use of AR in education has become an interesting topic for researchers over the past few years, presenting significant progress and transformation in educational technology that can improve students' understanding in the learning process. The data was taken from the Scopus database which discusses the use of Augmented Reality in the field of education and found 1396 journal articles. Based on the results of VOSviewer data processing with the topic of augmented reality in education, 4,2561 keywords were found. and related keywords were limited to 9 keywords. and 103 related keywords were found. Bibliometrics can improve the understanding of augmented reality and provide many contributions by discussing keywords used in the literature and grouping research trends and providing directions for further research.

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.

VPExam in Heart Failure Innovating Virtual Cardiac Care

Telehealth and Virtual care are growing fields of importance, but the loss of comprehensive physical exam creates barriers to managing complex patients especially those with heart failure. Disruptive digital tools such as VPExam virtual care combine augmented reality instruction of visuals with bluetooth stethoscopes and ECGs to improve accuracy by assessing volume status, cardiopulmonary auscultation, arrythmia detection, and providing structured data including remote patient monitoring (RPM) data, vitals, medication reconciliation, and labs. VPExam intervention has significantly improved outcomes for high-risk and underserved populations with heart failure discharged to Skilled Nursing Facilities and Home Care. VPExam QI revealed workflows for both routine and urgent cardiology consultation following heart failure hospitalizations resulted in moderate significance modification in clinical management in 84% of encounters, while being associated with a 40% relative risk reduction in 30-day hospital readmission rate and a 56% relative risk reduction in 30-day mortality rate. The review summarizes both challenges to cardiac transitions of care and the evolution of cardiac virtual care with actionable physical exam data to optimize readmissions and mortality that is especially relevant to the underserved populations of skilled nursing facilities and home bound patients served by home care agencies.

Exploration of the application of augmented reality technology for teaching spinal tumor's anatomy and surgical techniques.

Augmented reality (AR) technology is gradually being applied in surgical teaching as an innovative teaching method. Developing innovative teaching methods to replicate clinical theory and practical teaching scenarios, simulate preoperative planning and training for bone tumor surgery, and offer enhanced training opportunities for young physicians to acquire and apply clinical knowledge is a crucial concern that impacts the advancement of the discipline and the educational standards for young orthopedic physicians. This study explores the application effect of augmented reality technology in anatomy teaching and surgical clinical teaching for spinal tumor. The method utilizes virtual reality and augmented reality technology to present a spinal tumor model and the surgical process of percutaneous vertebroplasty. We conducted a random selection of 12 students forming into the augmented reality teaching group and 13 students forming into the traditional teaching group among the 8-year medical students from Peking Union Medical College and Tsinghua University, ensuring that the age and learning stage of the students in both groups were similar. Two groups of students were taught using traditional teaching methods and augmented reality technology-assisted teaching methods, respectively. A questionnaire survey was conducted after class to assess the quality of course instruction, student motivation in learning, their proficiency in anatomical structures, their comprehension of spinal tumor growth and metastasis, and their understanding and proficiency in percutaneous vertebroplasty. This study was the first to apply augmented reality technology in teaching, using spinal tumors and percutaneous vertebroplasty as examples, a head-mounted augmented reality device was used to create learning scenarios, presenting the complex three-dimensional spatial structure intuitively. The two groups of students differ significantly in their rating of teaching quality, enthusiasm for learning, knowledge of anatomical features, understanding of spinal trabecular structure, and understanding of steps in percutaneous vertebroplasty. The augmented reality technology-assisted teaching system demonstrates outstanding advantages. Augmented reality technology has great potential and broad prospects in teaching bone tumors, which can help improve the visualization, interactivity, and three-dimensional spatial sense of medical teaching in spinal tumor. The application and development prospects of using augmented reality technology for anatomy instruction, surgical teaching, and simulation training are extensive.

Usability of visualizing position and orientation deviations for manual precise manipulation of objects in augmented reality

Manual precise manipulation of objects is an essential skill in everyday life, and Augmented Reality (AR) is increasingly being used to support such operations. In this study, we investigate whether detailed visualizations of position and orientation deviations are helpful for AR-assisted manual precise manipulation of objects. We developed three AR instructions with different visualizations of deviations: the logical deviation baseline instruction, the precise numerical deviations-based instruction, and the intuitive color-mapped deviations-based instruction. All three instructions visualized the required directions for manipulation and the logical values of whether the object met the accuracy requirements. Additionally, the latter two instructions provided detailed visualizations of deviations through numerical text and color-mapping respectively. A user study was conducted with 18 participants to compare the three AR instructions. The results showed that there were no significant differences found in speed, accuracy, perceived ease-of-use, and perceived workload between the three AR instructions. We found that the visualizations of the required directions for manipulation and the logical values of whether the object met the accuracy requirements were sufficient to guide manual precise manipulation. The detailed visualizations of the real-time deviations could not improve the speed and accuracy of manual precise manipulation, and although they could improve the perceived ease-of-use and user experience, the effects were not significant. Based on the results, several recommendations were provided for designing AR instructions to support precise manual manipulation.

A novel mixed reality remote collaboration system with adaptive generation of instructions

Mixed Reality (MR) remote collaboration supports a shared workspace and various non-verbal communication cues that enable remote experts to express ideas in an immersive Virtual Reality (VR) space to guide local workers in industrial physical tasks by creating Augmented Reality (AR) instructions, such as remote assembly/disassembly guidance, emergency maintenance, and training. However, due to the information non-symmetrical caused by geographical distribution, it can be challenging and high-workload for remote experts to create clear and detailed AR instructions for local workers to match spatial relationships with the local workspace, while comprehensively considering the situation information (e.g., task-related objects and partner’s environment) in complex industrial physical tasks. Advances in ambient intelligence bring ideas for building a new remote collaboration framework that supports the adaptive generation of instructions. In the study, we developed a novel MR remote collaboration prototype system, which can automatically and adaptively generate clear, detailed, and standardized AR instructions based on remote experts’ simple and intuitive interactions and local contextual information to assist remote experts in guiding local workers to complete industrial physical tasks, especially industrial assembly tasks. The effect of two interfaces on industrial assembly tasks involving relatively complex process information and environments was explored in a user study: one was a baseline solution that uses a typical MR remote collaboration interface to support remote experts to create instructions (RECI) using popular non-verbal communication cues in the shared local 3D stereoscopic scene, and the other was our novel interface that additionally supported the adaptive generation of instructions via context awareness (AGICA) on top of the typical interface. The result of the user study showed that AGICA significantly improves collaboration performance, reduces errors and workload, and enhances usability and user experience compared to RECI. This demonstrates that supporting the adaptive generation of instructions is a feasible way to enhance MR remote collaboration in industrial assembly tasks with relatively complex process information and environments. Our research findings have a certain guiding significance for the design of MR remote collaboration systems in such tasks.

Does the Medium Matter? A Comparison of Augmented Reality Media in Instructing Novices to Perform Complex, Skill-Based Manual Tasks.

Past research comparing augmented reality (AR) media such as in-situ projection and head-mounted devices (HMD) has usually considered simple manual activities. It is unknown whether previously reported differences between different AR media also apply to complex, skill-driven tasks. In this paper, we explore the feasibility and challenges in designing AR instructions for expertise-driven, skilled activities. We present findings from a real-world, between-subjects experiment in which novices were instructed to trim and bone sub-primal cuts of pork using two interactive AR prototypes, one utilizing in-situ projection and a second using the Hololens 2. The prototypes and instructions were designed in consultation with experts. We compared novices' task performance and subjective perceptions and gathered experts' feedback. Although both users and experts indicated a subjective preference for in-situ projection, results indicate that when tasks require knowledge, skill and expertise, the choice of the AR medium itself may not be consequential. Rather, in our experiment, the instruction quality influenced comprehension, knowledge retention and task performance. Hence, from an engineering perspective, emphasis ought to be laid on gathering and structuring expert performance and knowledge to create effective instructions, which could be delivered using any AR medium suited to the task and work environment.

Comparison of visual and multisensory augmented reality for precise manual manipulation tasks

Precise manual manipulation is an important skill in daily life, and Augmented Reality (AR) is increasingly being used to support such operations. This article reports on a study investigating the usability of visual and multisensory AR for precise manual manipulation tasks, in particular the representation of detailed deviations from the target pose. Two AR instruction interfaces were developed: the visual deviation instruction and the multisensory deviation instruction. Both interfaces used visual cues to indicate the required directions for manipulation. The difference was that the visual deviation instruction used text and color mapping to represent deviations, whereas the multisensory deviation instruction used sonification and vibration to represent deviations. A user study was conducted with 16 participants to compare the two interfaces. The results found a significant difference only in speed, without significant differences in accuracy, perceived ease-of-use, workload, or custom user experience elements. Multisensory deviation cues can speed up precise manual manipulation compared to visual deviation cues, but inappropriate sonification and vibration strategies can negatively affect users’ subjective experience, offsetting the benefits of multisensory AR. Based on the results, several recommendations were provided for designing AR instruction interfaces to support precise manual manipulation.