Educational applications of augmented reality: A bibliometric study

Hincapié, Mauricio; Díaz, Christian; Valencia, Alejandro; Contero, Manuel; Güemes‐Castorena, David

doi:10.1016/j.compeleceng.2021.107289

Cited by 63 publications

(42 citation statements)

References 58 publications

(53 reference statements)

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“…Due to this fact, technology-enhanced learning has become more essential, learning activities are progressing toward being more student-centered, and the educational content is enriched by multimedia elements to be more interactive [276]. Nonetheless, it is of great significance to take cultural, moral, and ethical factors into account when trying to adopt and implement new technologies and approaches in educational context to achieve better outcomes and facilitate the dissemination of technology [31,277].…”

Section: Discussionmentioning

confidence: 99%

“…As it combines the real environment with digital information, augmented reality is able to develop new learning environments and experiences as well as promote an active and interrelated learning process. Augmented reality has a close relationship to education, e-learning, gamification, as well as human-computer interaction, and through their 3D model representation and animations can improve memory retention and motivation [31]. Augmented reality helps break the barriers of formal education and enhances and promotes high-quality education, anywhere and at any time [32].…”

Section: Augmented Reality In Educationmentioning

confidence: 99%

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Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

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Section: Discussionmentioning

confidence: 99%

Section: Augmented Reality In Educationmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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“…The content of the application, the accessibility of the didactic method, the prices of the devices (since devices with the optimal Benefits of AR in Education -Efficiency in the learning process features tend to have higher prices), the portability of the digital resources, the experiments in controlled environments and the procedures to develop AR applications (Beck 2019;Akçayır & Akçayır 2017;Solmaz et al 2021). Many documents also points out the methodological limitations in the studies as well as lack of primary studies about student´s learning achievement (Buchner, Buntins & Kerres 2021), usability issues due the extra cognitive burden for students (Radu 2014;Hincapie et al 2021) and difficulties in the use of this technology (Lin et al 2011). These shortcomings can be seen in Table 2.…”

Section: Shortcomings Of Armentioning

confidence: 99%

A Systematic Literature Review of Augmented Reality in Engineering Education : Hardware, Software, Student Motivation & Development Recommendations.

Vásquez-Carbonell

2022

DER

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Augmented Reality (AR) is a technology that has benefited from the massification of computational devices, putting it in the focus of researchers as a novel teaching aid in engineering. For this very reason, a great amount of information about AR in engineering education is emerging constantly. To synthesize the information, a Systematic Literature Review (SLR) was carried out and 4 research questions were raised. It was found out the researcher´s trend for the development and testing of software that takes advantage of AR for engineering students. It was also found that Germany and India are the leading nations on investigations about the investigated topic. On the software side, Unity is the most used tool for creating applications and that the target hardware is smartphone. Finally, the high interest of researchers to increase motivation in students is evidenced in this SLR and recommendations were made based on the researcher’s findings.

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“…However, studies on bibliometric analysis of mathematics learning videos have not been conducted yet. The previous bibliometric analysis of audio-visual media includes the analysis of youtube (Noruzi 2017), augmented reality video (Hincapie et al 2021), and video gamebased learning (Wouters and Van Oostendorp 2013). Therefore, this study focuses on bibliometric analysis of mathematics learning videos derived from various articles indexed by Google Scholar.…”

Section:  Introductionmentioning

confidence: 99%

Bibliometric Analysis of Mathematics Learning Video using VOSviewer: How the Trend and What Next?

Muntazhimah

2022

JPP

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Bibliometric Analysis of Mathematics Learning Video Using VOSviewer. How the Trend and What Next?. Mathematics learning video is one of the audio-visual media used to increase students' interests, motivations, and achievements in mathematics learning. Methods: This study is a bibliographic analysis of mathematics learning videos, which has not yet previously been conducted. Objectives: This study addresses research trends and future research opportunities on mathematics learning videos. Findings: 300 article metadata on mathematics learning videos were extracted by Publish or Perish (PoP) software from the Google Scholar database. Those articles have been published until 2022. From 1579 terms, 32 related terms were obtained, and only 25 were verified. Network, overlay, and density visualizations were generated using VOSviewer software. Conclusion: Finally, this study provides suggestions for possible future research on the mathematics learning videos.

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Educational applications of augmented reality: A bibliometric study

Cited by 63 publications

References 58 publications

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

A Systematic Literature Review of Augmented Reality in Engineering Education : Hardware, Software, Student Motivation & Development Recommendations.

Bibliometric Analysis of Mathematics Learning Video using VOSviewer: How the Trend and What Next?

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