A Systematic Review of AR and VR Enhanced Language Learning

Huang, Xinyi; Zou, Di; Cheng, Gary; Xie, Haoran

doi:10.3390/su13094639

Cited by 88 publications

(43 citation statements)

References 98 publications

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“…Augmented and VR technologies are often integrated into games. This method provides a less stressful environment for students to learn and thus reduces learning anxiety [4,5]. In his study, Abad-Segura et al [6] highlighted the need to integrate digital technologies, including virtual and augmented reality, into education and research.…”

Section: Introductionmentioning

confidence: 99%

3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

et al. 2021

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The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

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Section: Introductionmentioning

confidence: 99%

3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

et al. 2021

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“…Emerging areas in D-learning are AI-based education systems, AI tutors, AI chatbots, smart AI classrooms, personalized and adaptive learning environments, technologies to support learners with cognitive disabilities, online distance learning, mobile game-baseDlearning and gamification, augmented reality (AR)-, virtual reality (VR)-, and extended reality (XR)-baseD-learning, anD-learning by design [116][117][118][119][120][121][122][123][124][125][126][127]. Advances in these technologies offer potential for learning complex topics at the school/university level by enabling simulations of rare geographical, ecological, and other complex events.…”

Section: Sdg 4: Quality Educationmentioning

confidence: 99%

The Contribution of Data-Driven Technologies in Achieving the Sustainable Development Goals

et al. 2022

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The United Nations’ Sustainable Development Goals (SDGs) set out to improve the quality of life of people in developed, emerging, and developing countries by covering social and economic aspects, with a focus on environmental sustainability. At the same time, data-driven technologies influence our lives in all areas and have caused fundamental economical and societal changes. This study presents a comprehensive literature review on how data-driven approaches have enabled or inhibited the successful achievement of the 17 SDGs to date. Our findings show that data-driven analytics and tools contribute to achieving the 17 SDGs, e.g., by making information more reliable, supporting better-informed decision-making, implementing data-based policies, prioritizing actions, and optimizing the allocation of resources. Based on a qualitative content analysis, results were aggregated into a conceptual framework, including the following categories: (1) uses of data-driven methods (e.g., monitoring, measurement, mapping or modeling, forecasting, risk assessment, and planning purposes), (2) resulting positive effects, (3) arising challenges, and (4) recommendations for action to overcome these challenges. Despite positive effects and versatile applications, problems such as data gaps, data biases, high energy consumption of computational resources, ethical concerns, privacy, ownership, and security issues stand in the way of achieving the 17 SDGs.

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“…Nowadays, scholars and educators are motivated to explore the potential of virtual reality (VR), a learning aid of the 21st century [1], as a learning environment for various disciplines of education with its swelling popularity. Chang et al [2] (p. 917) define VR as "a virtual world in a three-dimensional space that can provide users with visual simulations, and simulations of the other senses such as touch, smell, sound, and taste"; thus, learners can experience their own learning without the limitations of time and space [2,3]. Parmaxi [4] (p. 1) points out that the integration of VR into the instructions "provides researchers with endless opportunities in terms of access to experiences that would be otherwise inaccessible".…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Hong Kong Youth Culture via a Virtual Reality Tour

Cheung

Wang

2021

Sustainability

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The advantages of employing virtual reality tours in teaching are attributed to the virtual reality experience it provides to the students. In the case of teaching popular culture, benefits from the potential of VR tour are amplified by the empirical significance that would lead to the students’ imagination and reflection. In addition, an online VR tour suggests a flexibility that allows students to learn anyplace anytime, satisfying the need for blended learning and distance learning, which is a very critical mode of teaching and learning during the COVID-19 pandemic. This article discusses the advantages and challenges of blending “virtual reality” into the teaching of popular culture, and, furthermore, the implications of VR in tertiary education are discussed by examining the research that is conducted through the application of a VR tour in the course: Hong Kong Popular Culture. Sixty-eight students participated in the course. After implementing the VR tour, a questionnaire survey and interviews were conducted. In addition, students wrote essays to reflect on the youth culture of contemporary Hong Kong after the explanation of the tour, and these were also examined. We observed the positive responses from the students and the way in which the VR tour could enhance the learning qualities in the course on cultural studies.

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A Systematic Review of AR and VR Enhanced Language Learning

Cited by 88 publications

References 98 publications

3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

The Contribution of Data-Driven Technologies in Achieving the Sustainable Development Goals

Exploring Hong Kong Youth Culture via a Virtual Reality Tour

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