Methods and Applications of Augmented Reality in Education: A Review

Ali, Nizheen Abdulrazaq; Sadiq, Mohammed Hikmat; Albabawat, Ali Abas; Salah, Razwan Mohmed

doi:10.1109/csase51777.2022.9759807

Cited by 9 publications

(5 citation statements)

References 26 publications

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“…AR can enhance students' comprehension and motivation in problem-solving activities because, students can actually see virtual objects and interact with system interfaces (Cen et al 2019;Christopoulos et al 2022). However, AR also has limitations including cognitive overload, design di culties, and high costs (Ali et al 2022).…”

Section: D Printing and Augmented Reality In Educationmentioning

confidence: 99%

Analysis of Virtual Reality Teaching Methods in Engineering Education: Assessing Educational Effectiveness and Understanding of 3D Structures

Ka,

Kim,

Kim

et al. 2023

Preprint

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Traditional teaching methods that use 2D videos or 3D simulators may have limitations in engineering education when covering complex concepts or complicated 3D structures. To address this problem, virtual reality (VR) has been introduced as a highly immersive teaching method that can increase students’ learning and understanding of 3D structures from multiple perspectives. The purpose of this study was to quantify how teaching methods that use VR can increase learning efficiency and comprehension of 3D structures. We used quiz and 3D reconstruction to assess the quantitative learning effects of VR and 2D videos on a total of 40 students. Training that used VR yielded a 12% improvement in post-test quiz scores and a 13% improvement in 3D reconstruction test scores compared to the traditional method. User evaluations confirmed that VR increased engagement by 11.9%, immersion by 18.6%, motivation by 10.3%, cognitive benefits by 9.3%, and perceived learning effectiveness by 8.7%. These results confirm that VR is more effective than traditional learning methods to aid general memorization and understanding, and specific comprehension of 3D structures.

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Section: D Printing and Augmented Reality In Educationmentioning

confidence: 99%

Analysis of Virtual Reality Teaching Methods in Engineering Education: Assessing Educational Effectiveness and Understanding of 3D Structures

Ka,

Kim,

Kim

et al. 2023

Preprint

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“…Numerous AR studies have been conducted in a variety of educational fields such as mathematics (Li, et al, 2022;Capone & Lepore, 2020), physics (Abdusselam & Karal, 2020;Fidan & Tuncel, 2019), chemistry (Nechypurenko et al, 2018;Habig,2020) and medical education (Dhar et al, 2021;Campisi et al, 2020). In general, AR in education features aspects that enhance learning capabilities such as problem-solving, critical thinking, collaboration, interactive learning experiences, and higher student engagement (Ali, et al, 2022;Uluyol & Şahin, 2016;Saidin et al, 2015). Figure 1 illustrates the advantages and disadvantages of AR in education.…”

Section: Digital Transformation and Augmented Reality Applicationsmentioning

confidence: 99%

Exploring academics’ perspectives related to the adoption of Augmented Reality applications within an e-learning environment in Higher Education institutions: The role of AR self-efficacy, innovation resistance, perceived AR fatigue and technology involve

Alsomali¹

2023

icmetl

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The learning environments is in continuous change and relies heavily on new technologies. Augmented Reality (AR) applications and tools are a novel e-learning tools that could be an essential component to the educational process and can accelerate students’ learning in virtual classrooms. Augmented reality applications focus on the student's involvement in the learning process and try to close the gap between student's capabilities and the real-life experience. This paper intends to explore university academics' perspectives and acceptance to use Augmented Reality applications within an e-learning environment in Higher Education institutions. A conceptual model was developed based on Theory of Planned Behaviour (TPB), Innovation Resistance Theory (IRT), Innovation Diffusion Theory (IDT) and Social Cognitive Theory (SCT). PLS-SEM was used to analyse data from 275 university academics in two large universities in Saudi Arabia. The study findings showed that subjective norm, AR self-efficacy (SE), perceived AR fatigue, technology innovativeness and innovation resistance significantly influenced the intention to use AR as e-learning tool. Moreover, complexity showed insignificant results. The implications of this study are discussed and proposals for future research initiative are presented.

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“…Furthermore, a clear negative impact of AR has been also highlighted. Some studies that have used a new learning environment have found that the AR-based learning approach fostered the cognitive overload of students (Van Bruggen et al, 2002;Hron and Friedrich, 2003;Ali et al, 2022). Indeed, cognitive overload corresponds to a mental state in which a student is engaged in a task that is very demanding.…”

Section: Literature Reviewmentioning

confidence: 99%

“…If the technology mediates too much or too less information, the performance of the participants could be impacted (Alexander et al, 2005). Students can be cognitively overload by the related learning-environment information and by the complexity of the tasks that they have to complete (Wu et al, 2013;Ali et al, 2022;Buchner et al, 2022). Nevertheless; the use of guidance in AR animations is important for increasing students learning and reducing their cognitive load (Yilmaz, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

“…On the one hand, some studies have shown AR's advantages, including collaborative learning (Bujak et al, 2013;Peramunugamage et al, 2023), autonomy (Amadieu and Tricot, 2014;Elmunsyah et al, 2019), improvement of learning by reducing cognitive load and mental effort (Chen and Huang, 2020;Yilmaz, 2023;Zhao et al, 2023), or modeling abstract concepts, such as astronomy (Fleck and Audran, 2016). On the other hand, AR's has some disadvantages, such as attention problems (Radu, 2014) or the difficulty of using digital equipment in school conditions (Radu, 2014;Ali et al, 2022). Moreover, in the case of learning with new material, learners can experience a high cognitive load (Sawicka, 2008).…”

Section: Introductionmentioning

confidence: 99%

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The use of augmented reality for inquiry-based activity about the phenomenon of seasons: effect on mental effort and learning outcomes

et al. 2023

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Despite the profusion of studies on the use of augmented reality (AR) for teaching, the scientific results on the students’ learning do not fully converge. On the one hand, some studies have shown AR’s benefits, including autonomy and improvement of learning by reducing mental effort. On the other hand, other studies have highlighted the strong limitations of AR technology for learning, such as cognitive over loading in some specific cases. This study investigates the impact of AR on the mental effort and learning outcomes of students who were involved in an inquiry-based science training session. The sample was composed of French Master’s degree students. A control group who used physical modeling activities and an experimental group who used an AR model for the first time studied the phenomenon of the seasons. The students were tested on their learning outcomes and mental effort during the training session. Results revealed no significant differences, except for the short-term test which showed better learning results for the control group. Moreover, a link between mental effort and learning outcomes was observed independently of the group conditions. Despite the first use of an AR model to study a complex scientific phenomenon, the experimental group (AR) performs in similar way to the control group (without AR) in long-term learning outcomes and mental effort.

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Methods and Applications of Augmented Reality in Education: A Review

Cited by 9 publications

References 26 publications

Analysis of Virtual Reality Teaching Methods in Engineering Education: Assessing Educational Effectiveness and Understanding of 3D Structures

Analysis of Virtual Reality Teaching Methods in Engineering Education: Assessing Educational Effectiveness and Understanding of 3D Structures

Exploring academics’ perspectives related to the adoption of Augmented Reality applications within an e-learning environment in Higher Education institutions: The role of AR self-efficacy, innovation resistance, perceived AR fatigue and technology involve

The use of augmented reality for inquiry-based activity about the phenomenon of seasons: effect on mental effort and learning outcomes

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