A synthesis of systematic review research on emerging learning environments and technologies

Martin, Florence; Dennen, Vanessa P.; Bonk, Curtis J.

doi:10.1007/s11423-020-09812-2

Cited by 60 publications

(34 citation statements)

References 77 publications

(84 reference statements)

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“…The growing scholarly attention to VR's educational application has led to a proliferation of literature exploring its design features, technological functions, and impact on learning across various disciplines and contexts (Radianti et al, 2020; Suh & Prophet, 2018). However, many of these publications have been what Martin et al (2020) described as ‘one‐off studies’ (p. 3) that have focused on one‐time, individual implementations, yielding research findings that have often been conditional and inconclusive. Consequently, there is a pressing need for systematic reviews of the VR literature to consolidate, evaluate, and communicate research evidence that can inform both the theory and practice of VR‐based educational instruction.…”

Section: Introductionmentioning

confidence: 99%

Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Luo

Feng

et al. 2021

Computer Assisted Learning

143

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This study is a systematic review of 20 years of research on the usage of virtual reality (VR) in K‐12 and higher education settings, which aims to consolidate, evaluate, and communicate evidence that can inform both the theory and practice of VR‐based instruction. A total of 149 articles were selected from three major academic databases using search strings and manual screening protocols. The literature analysis emphasized four interrelated aspects of VR‐based instruction: instructional context, instructional design, technological affordances, and research findings. The results revealed evolving trends in the VR literature in terms of publication patterns, pedagogical assumptions, equipment usage, and research methodologies, as well as the contextual factors behind VR adoption in education. Additionally, a meta‐analysis was conducted to examine the efficacy of VR‐based instruction, with results indicating an overall medium effect and several moderating factors. Finally, practical implications and a future research agenda for VR‐based instruction are discussed.

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Section: Introductionmentioning

confidence: 99%

Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Luo

Feng

et al. 2021

Computer Assisted Learning

143

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“…This study shows that the use of mobile devices can be used as a driver for more advanced ultrasound training available to everyone. The systematic review by Martin, Dennen, and Bonk [64] includes mobile learning as a pillar of emerging learning technologies and environments. Finally, Krull, and Duart [65] identify emerging trends in mobile learning research in higher education with a systematic review from 2011 to 2015.…”

Section: A Systematic Mappings and Literature Reviewsmentioning

confidence: 99%

Mobile Learning as the Key to Higher Education Innovation: A Systematic Mapping

et al. 2021

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The study of educational innovations has attracted increasing attention from academics and researchers around the world. Educational innovation proposes the implementation of new approaches or practices that are beneficial and make an impact on individuals or academic communities. The current educational model of many higher education institutions (HEIs) was not designed for this generation of "digital natives". For this reason, HEIs face the challenge of building teaching strategies that generate meaningful educational experiences. This research seeks to address this issue through a systematic mapping that includes empirical research papers from 2015 to 2020 that study innovations in educational practices using mobile devices. A qualitative and quantitative approach was applied using a four-stage research methodology to evidence innovation in higher education. After employing the selected methodology and applying all the exclusion criteria, 27 papers related to the research topic were identified. Mapping was also performed between the corpus of papers and five dimensions on educational innovation (the purpose of learning, the context of learning, the role of the teacher, the role of the learner, and the evidence of the outcome). The findings reveal that the role of the teacher is the dimension that is least analyzed in innovation initiatives, whereas the most analyzed dimension is the purpose of learning. The goal of this work was to explore and identify educational innovations and unveil uncovered fields of research to generate opportunities for new lines of research in educational innovation.

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“…The Internet and applied ICTs in education have contributed to increasing the interest and instructional practices based on game-based learning (Martin, Dennen & Bonk, 2020). Adaptive gami cation in education has been very present in recent years; In this sense, some works pointed out the need for new learning models that delve into dynamic adaptation methods to allow the system to better adapt to the student's behavior; Also, the need to increase research that deepens the impact of these gami ed adaptive systems on students and education in general (Hallifax, Serna, Marty & Lavoué, 2019).…”

Section: Related Wordsmentioning

confidence: 99%

Adaptive hypermedia system in times of COVID-19: Application in Management Accounting course 1 at the University of Havana.

López

Vidal

Balmaseda

2021

Preprint

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New trends in higher education, accentuated by the global COVID19 pandemic, visualize the need for more flexible virtual courses. The Faculty of Accounting and Finance of the University of Havana, analyzes new technological configurations that facilitate the personalization of the educational process. In this context, this work aims to design an adaptive hypermedia system prototype applied to the Management Accounting 1 course at the University of Havana to guarantee the delivery, distribution, and variety of learning content to students in a personalized way. An empirical research supported by an experimental method is presented, with a sample of 94 students, a Control Group made up of 41 students and an Experimental Group made up of 53 students; Descriptive statistics and the Pareto principle support the results. It is concluded that, 1. The personalization of the educational process through the application of adaptive techniques leads to academic success at an individual and group level, in this sense, the Experimental group only needed a final exam session compared to the three calls of the group of control; 2. Need to continue investigating new adaptation criteria, in this sense, the mean scores obtained by the Experimental group did not have a significant increase in relation to that of the Control group. This work also contributes to visualizing educational equity referring to the capacity of the educational system to offer special supports that guarantee that educational objectives are achieved in a broader dimension; innovation is related to technologies and new strategies to optimize online educational processes.

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A synthesis of systematic review research on emerging learning environments and technologies

Cited by 60 publications

References 77 publications

Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Mobile Learning as the Key to Higher Education Innovation: A Systematic Mapping

Adaptive hypermedia system in times of COVID-19: Application in Management Accounting course 1 at the University of Havana.

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