Augmented Reality In Education Research Articles

Forest Classroom: A Case Study of Educational Augmented Reality Design to Facilitate Classroom Engagement

The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities.

Augmented reality in education for people who are deaf or hard of hearing: a systematic literature review

Augmented reality in education for people who are deaf or hard of hearing: a systematic literature review

The Learning outcome of using Augmented Reality Instruction to Enhance Students’ English Vocabulary Learning in the EFL Elementary School

As for the rapid advance in technology, language instructors must search for a new methodology to educate students in technological instruction. This study aimed to explore the learning achievement with AR technology. This study examined the learning outcomes of English vocabulary learning in an AR instruction classroom with technological devices. 51 fourth -grader students participated in the instruction in Taichung city in Taiwan. The experimental method was employed to analyze learning data, including AR instruction(ARI) pre- and post-test, multimedia ppt instruction(MPI) pre- and post- test, and significant t -test. The total of 25 students from the experimental group experienced the ARI method, while 26 other students from the controlled group experienced the MPI method. The result revealed that AR instruction was a significant difference level(p<.001). Comparing ARI and MPI group, the mean score post-test of the AR instruction group(M=92.59) was better than the multimedia ppt group(M=84.86). As for learning improvement, the improvement percentage of AR instruction(I=23.1) was higher than multimedia ppt instruction(I=14.24). Therefore, the results from the data analysis revealed that AR instruction facilitated EFL students’ learning and significantly improved the students’ English vocabulary achievement.

Augmented reality in education for industry 4.0: What are the barriers to adoption?

One of the enabling technologies of Industry 4.0 is augmented reality. Augmented reality is currently supported on mobile devices and often does not require costly equipment, allowing it to expand quickly across industries such as entertainment and healthcare. Studies in education demonstrate that augmented reality can improve conceptual comprehension and learning in STEM fields and that educational organizations and teachers support its use. However, augmented reality is still used in only a few educational establishments. There have been few studies on the topic, raising concerns such as: what are the barriers to broader adoption of this technology? Understanding the issues better would allow educational organizations and instructors to take action to mitigate them. This study aims to identify and categorize the barriers, difficulties, and challenges for the adoption of augmented reality in education. The investigation was conducted in two stages: first, the barriers mentioned in 28 papers published in the Science Direct, Scielo, and Scopus databases were preliminary categorized, and then this categorization was validated by an interdisciplinary focus group of experts in education and industry 4.0. We identified seven categories as barriers to the adoption of augmented reality in education: technical, adoption, usability and user interaction, learning, pedagogical, financial, and technological nature. Our results contribute to mitigate these barriers and encourage actions to increase the potential of augmented reality in education.

A meta‐analysis of the effects of augmented reality technologies in interactive learning environments (2012–2022)

AbstractThis study conducts meta‐analytical estimations based on 70 empirical studies regarding inconsistent effect sizes of augmented reality in interactive learning environments. It finds that compared with traditional tools, augmented reality in interactive learning environments significantly enhances overall learning effectiveness (g = 0.717, 95% confidence interval [CI] = 0.606–0.827) at the 0.05 level. The moderating analysis finds that augmented reality in interactive learning environments significantly enhances (1) students' acceptance of technological systems and attitudes toward their courses, (2) comfort, engagement, and self‐efficacy, (3) learning motivations (measured by attention, perceived relevance to learning objectives, confidence, satisfaction, and interest), (4) critical thinking and practical skills, and (5) knowledge acquisition outcomes (including memorization, retention, and application). Interactive augmented reality has insignificant influences on students' flow experience, collaboration, and communication at the 0.05 level, while significantly reducing cognitive load at the 0.05 level. The findings in this study may enlighten further studies on educational technologies and extend applications of augmented reality in education.

Bibliometric analysis of augmented reality in education and social science

Augmented reality (AR) overlays virtual elements on real-time images. Because to its ubiquitous use on desktop computers and handheld devices, it has become a major study topic. AR provides benefits like engagement, motivation, and learning result, but drawbacks like the technology tool and application and pedagogical challenges. After 2015, global Google searches for AR increased. This study analyzed “AR” literature released after 2015. Exclusion and inclusion criteria are studies were divided into social sciences and education and published in English. Research should be published during 2015-2022. 3,823 studies were analyzed. AR publications will increase after 2020. Annual citations averaged 2.49. Computer & Education leads the top ten journals in citations. National Taiwan Normal University and Beijing Normal University have the most publications when ordered by writers’ institutions. China leads global publications, whereas the US leads overall publications. China led in citations, followed by the US. Macedonia led the average number of article citations, followed by Israel. The strategic map shows the center and density of key issues. “Student learning,” “AR applications,” and “AR technology” are linked and vital terms. Based on the results of the bibliometric study, researchers who wish to work on AR may emphasize theme-based learning studies and AR. Researchers that are considering conducting bibliometric analysis on AR are urged to conduct research utilizing many databases.

Virtual Reality and Augmented Reality in Education

Abstract: This paper’s objective is to show a framework for the VR and AR-based combined learning materials. VR and AR objects can stay incorporated into other educational material as by establishing effective education programmes, learning events, or other kinds of learning activities, learning objects can indeed be created. This essay reviews the study on both augmented and virtual reality and analyses holistic application techniques for the educational process. The proposed model supports the authors' findings and yields suggestions for its use.

UTAUT model for the use of Augmented Reality in education and training

UTAUT model for the use of Augmented Reality in education and training

Enhanced Surgeons: Understanding the Design of Augmented Reality Instructions for Keyhole Surgery.

It is important to understand how to design AR content for surgical contexts to mitigate the risk of distracting the surgeons. In this work, we test information overlays for AR guidance during keyhole surgery. We performed a preliminary evaluation of a prototype, focusing on the effects of colour, opacity, and information representation. Our work contributes insights into the design of AR guidance in surgery settings and a foundation for future research on visualisation design for surgical AR.

Contribution of Augmented Reality in Teaching and Learning, in the Midst of COVID-19: Systematic Review

The state of emergency declared in many countries due to the pandemic led universities to consider the incursion of technological tools to give continuity to the teaching and learning process; therefore it is significant to explore results regarding the application of augmented reality (AR) in education. The objective of the research is to generate knowledge from the systematic review of the literature framed in the context of virtual teaching in the midst of COVID-19. A bibliographic review was carried out under a mixed approach, exploratory and descriptive level. The findings showed that the application of AR in learning is not exclusive to any engineering specialty, but, on the contrary, it is versatile and adapts to various curricular contents; Also, the way in which augmented reality is applied is more focused on the use of mobile augmented reality (mobile AR) technology with markerless activation. In addition, it was identified that the factors that were analysed to demonstrate the contribution of AR were: the effectiveness of learning, the predisposition to use AR and the motivation generated by AR. With which it can be concluded that AR in this context has managed to position itself as a learning resource that goes beyond a tool linked to a virtual classroom, since it allows the student to transcend towards immersion in environments with high contextual fidelity. Future research should address which factors influence the improvement of mobile AR activation sensitivity, in different contexts.

A novel MR remote collaboration system using 3D spatial area cue and visual notification

In remote collaboration for emergency maintenance or training, since local workers may lack relevant experience and knowledge, it is very important to support remote experts to annotate 3D spatial areas for local workers in their workspace, such as risky spatial areas that need to be avoided for safe operation when assembling replacement parts. Recently, many researchers have studied various visual communication cues for expressing spatial information in Mixed Reality (MR) remote collaboration systems for physical tasks. However, the expression and transmission of 3D spatial area information have not been well explored, especially in tasks that need to annotate specific spatial areas in 3D space (such as risky 3D spatial areas). In the study, we developed a novel MR remote collaboration system that supports remote experts using 3D spatial area cues and visual notification to create Augmented Reality (AR) instructions for local workers on the shared 3D stereoscopic scene of the local workspace in the Virtual Reality (VR) space. We performed a user study to explore the effect of three interfaces on remote collaborative physical assembly tasks in the workspace with risky 3D spatial areas: 3D sketch cue (3DS) which is the baseline solution, 3D sketch cue combines the novel 3D spatial area cue (3DSA), and 3D sketch cue combines 3D spatial area cue and visual notification (3DSAN). We found the 3DSAN can significantly improve collaboration efficiency, reduce operation errors, and improve the usability and collaboration experience (especially the level of awareness), among industrial remote collaborative physical tasks requiring 3D spatial area reference.

Applications Analyses, Challenges and Development of Augmented Reality in Education, Industry, Marketing, Medicine, and Entertainment

This study aims to develop systematic research about augmented reality (AR) problems, challenges, and benefits in the current applications of five fields of interest. Articles were selected from scientific, technical, academic, and medical databases of digital journals and open access papers about AR. Therefore, the method used to develop the investigation was PRISMA, which allowed us to observe interesting facts and coincidences about complexities and successful cases of AR implementation in the disciplines of education, marketing, medicine, entertainment, and industry. The summary provided in this study was the result of the exploration of 60 recent articles found and selected by relevance using the PRISMA method. The main objective of this paper is to orient and update researchers regarding current applications, benefits, challenges, and problems in AR implementation for future studies and developments.

Motivational Readiness of Future Teachers-Philologists to Use the Gamification with Elements of Augmented Reality in Education

The article analyzes the students-philologists’ motivations to use the gamification with elements of augmented reality (AR) in education. The domestic and foreign experience of implementation of gamification with elements of AR into current educational practices is generalized. The aspects of implementation of gamification with elements of AR into the educational process of Mykhailo Stelmakh Faculty of Philology and Journalism are highlighted. In particular, the features of creating the board game “Fantaziarium (Imaginarium)” with elements of AR during the study of “Methodic of teaching literature” and “Methodic of teaching the Ukrainian language” are described. The methodological tools to diagnose the level of future teachers’ motivational readiness for the use of gamification with elements of AR are selected, and their indicators are defined. 47 students of the 4th year study of the specialty 014 “Secondary Education” (Ukrainian language and literature) of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the survey. The results of the survey convince of the relevance and effectiveness of organization in studying with the usage of the methods of creative practice-oriented project activities. A certain sequence of steps to increase the motivational readiness of students-philologists in the use of gamification with elements of AR is provided.

Intelligent Medical App Design for Parkinson's Disease Based on Augmented Reality Technique

Based on the theory of augmented reality technology, this article proposes the design method of follow-up practice for Parkinson's disease patients' daily management difficulties and inconvenient exercise medical treatment, and through the design practice, the intelligent medical app for Parkinson's disease is created. The article mixes AR (augmented reality) technology to provide Parkinson's disease sufferers with a clearer, more scientific, and more entertaining medical training experience. By merging multiple medical resources and augmented reality teaching methods, it eliminates the pain spots in sports medical and daily management procedures through intelligent approaches, thereby motivating and directing patients to confront life optimistically. Through expert and user validation, it was demonstrated that this product can improve the experience of patients in sports medical care and effectively enhance the emotional stability of patients, thereby providing design ideas for the future development of daily management methods for elderly people with limited mobility.

An augmented reality maintenance assistant with real-time quality inspection on handheld mobile devices

Advances of industry 4.0 are enabling augmented reality (AR) devices to be deployed across the manufacturing sector to enhance worker engagement and performance. This evolution of AR in the workspace is driving changes in how workers on the factory floor interact with the enterprise. AR is evolving to provide work instructions for assembly and maintenance. Recent demonstrations show the capability to allow for quality inspection to be integrally evaluated as part of the AR workflow. Previous integrations of quality include the ability for manual assessment to be logged into the enterprise as part of completing work instructions; however, this is largely based on the perception of the user to determine if they accurately performed the AR instructions. This study is designed to demonstrate the ability of an enterprise-level AR maintenance experience to go beyond manual inspection by embedding real-time quality assessment into the work instructions. Essentially, the goal is to enable the enterprise to perform a self-assessment of the quality of the work performed by maintenance personnel. Furthermore, the AR instructions enable additional instruction to empower maintenance personnel to correct their work prior to moving on to other tasks. The novelty of this work is focused on deployment on a mobile device with integrated vision inspection using the same device that is being used to deploy the AR work instructions. This work enumerates several essential qualities of mobile quality inspection tools and outlines some of the challenges associated with the development of such a system. Finally, results from testing the system demonstrate that handheld mobile devices can be used to capture inspection images while simultaneously deploying AR work instructions. Analysis of the image correction, timing for vision process of the quality check, and overall performance of the integrated system are presented.

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

The focus of the study is on choosing the pedagogical conditions that will best prepare STEM teachers to utilize augmented reality tools in their classrooms. 20 conditions were initially proposed during a brainstorming session and were then sorted into five groups: (1) conditions relating to the material support of the educational process, (2) methods and forms of training, (3) best practices for utilizing augmented reality in education, (4) unique circumstances made in order to achieve the goal of training STEM teachers; and (5) conditions relating to the psychological and pedagogical support of students. A survey was conducted with 94 participants to determine the importance of these conditions. The processing of the survey data allowed for the selection of the following conditions: (a) accessibility of immersive digital educational resources for STEM teachers and mobile hardware for augmented reality (laptops, tablets, smartphones, augmented reality glasses, etc.), (b) inclusion of augmented reality-related topics in STEM teachers' curricula, (c) use of research methodologies and interactive technologies in the STEM classroom, (d) having hands-on experience with the use of augmented reality technologies in STEM instruction.

Integrating Chatbot and Augmented Reality Technology into Biology Learning during COVID-19

The novel coronavirus (COVID-19) pandemic is rampant around the world, and teachers and students are unable to attend physical classes in the midst of a serious outbreak. This study aims to design a user-friendly, educational chatbot application interface that can be used as an after-school self-learning tool for students to enhance their interest and comprehension and increase the effectiveness of their learning at home. The system adopts the Chatfuel platform as the core interface and incorporates augmented reality technology to build a chatbot that allows users to interact with it after they have logged in to Facebook. The content is based on the biology subject of the first year of junior high school and is integrated into the online teaching with augmented reality teaching materials. A user survey is conducted to understand students’ attitudes towards learning biology with the aid of the ARCS motivation model, with 102 valid questionnaires received. The results show that the AR-based chatbot system developed in this study significant influenced the indicators in the ARCS motivation model; therefore, the intention to use the system is presumed to result in a noticeable increase in student learning outcomes when using the system. Accordingly, this study proposes new online learning tools for students to use at home during the pandemic, and the system also provides references for the future development and modification of educational chatbots.

Analysis of digital resources for the integration of augmented reality in education.

El objetivo principal de este trabajo consiste en contribuir a la comprensión de las posibilidades educativas mediante el uso de herramientas digitales de Realidad Aumentada (RA). Para lograr dicho objetivo, realizamos un análisis de la disponibilidad actual en el ámbito a fin de obtener información de algunas herramientas que permitan integrar la Realidad Aumentada en contextos educativos. A partir de 19 resultados herramientas de RA, seleccionamos 4 recursos y realizamos un análisis profundo de sus características principales, posibilidades didácticas y una evaluación que considera criterios generales de Usabilidad. Este análisis nos permitió obtener información precisa sobre el funcionamiento de los medios digitales para su posible integración en el aula o para su estudio posterior en otras investigaciones acerca de la innovación con la inclusión de la Realidad Aumentada. Mediante la revisión cualitativa analizamos algunas de las funciones tecnológicas para la inclusión de estas herramientas en contextos educativos y obtuvimos información precisa sobre el nivel de implicación de la RA. En resumen, distinguimos 2 recursos que posibilitan la inclusión de la RA manera simplificada o limitada y 2 plataformas digitales con un mayor número de posibilidades para el profesorado más experimentado.

The Effect of Using Augmented Reality Module in Learning Geometry on Mathematics Performance among Primary Students

There are many Augmented Reality (AR) applications in smart devices, but their use in education is less focused and does not meet the current syllabus. AR has a great potential to be used in education, especially in introducing abstract concepts. To use augmented reality in education, students and teachers must follow teaching and learning guidelines. Therefore, this study implied the development of an educational module with augmented reality in Geometry, specifically under Space, following the standards-based curriculum for primary school (KSSR) Year 4 lessons. This study aims to determine the effects of using a module with AR (GeomAR3) on student performance in learning Geometry compared to a traditional module (Geom3). This study was conducted quantitatively following a quasi-experimental design with a pre- and post-test. Fifty-nine (59) Year 4 students were involved in the study from a school selected through purposive sampling, with 29 of them as an experimental group and the remaining 30 as a control group. The point of assessing student performance is seen through the implementation instrument, such as a pre-test, a post-test, and a delayed post-test. The study data were analysed using Multivariate Analysis of Covariance (MANCOVA) with the pre-test score as a covariate. The results show a significant difference in student performance on the overall mean score for the post-test (F (1,59) = 33.848, p = 0.000; eta squared = 0.377) and the delayed post-test (F (1,59) = 14.740, p = 0.000; eta squared = 0.208), with the experimental group significantly better than the control group. In conclusion, the use of modules with AR was found to improve students’ achievement in learning Geometry due to the factor of the ability to visualize clearly, strengthen students’ long-term memory, and gain conceptual understanding through the experience shown by AR.

A comprehensive review of augmented reality in education and medical fields

Augmented Reality (AR) is a technology that superimposes digital information on the real world. This information can be visual, auditory, or haptic in nature. In education, AR can be used to create interactive and immersive learning experiences that help students learn more effectively. AR can be used to improve surgical procedures, train medical professionals, and educate patients. This study provides a comprehensive review of the state-of-the-art in AR research and development in the educational and medical fields, along with the basic principles of AR and its potential applications. It also discusses the challenges and opportunities associated with the adoption of AR in these fields.