A systematic literature review of integrating augmented reality technology in science learning

Abstrak: Penelitian ini bertujuan untuk mengungkap tren penelitian selama sepuluh tahun terakhir pada penggunaan teknologi augmented reality (AR) dalam pembelajaran IPA. Review pada studi ini mengikuti pedoman PRISMA. Ditemukan 154 artikel pada tahap identifikasi, kemudian dilakukan screening berdasarkan kriteria inklusi dan eksklusi sehingga menjadi 50 artikel untuk direview. Hasil review menunjukkan bahwa pembelajaran/prestasi akademik, motivasi, dan sikap merupakan variabel yang paling banyak diteliti dalam artikel, Di mana prestasi akademik sangat dipengaruhi oleh motivasi dan sikap, sehingga sering dipertimbangkan dalam penelitian. Aplikasi mobile dan buku bergambar AR merupakan jenis AR yang sering diimplementasikan karena mudah digunakan dan dapat dikembangkan dengan cepat dan praktis. Kecenderungan metodologi adalah desain kuantitatif. Alat pengumpulan data yang sering digunakan adalah tes kognitif. Metode pengambilan sampel yang paling sering digunakan adalah convenience sampling, dan populasi sampel yang sering diidentifikasi adalah siswa sekolah menengah. Rekomendasi penelitian yang sering diberikan oleh peneliti adalah melakukan identifikasi pengaruh penggunaan AR terhadap kemampuan afektif siswa dan mengidentifikasi persepsi guru. Hasil penelitian ini akan menjadi sebuah referensi bagi para peneliti yang tertarik untuk mengimplementasikan AR dalam pembelajaran.Abstract: TThis study aimed to explore research trends over the past decade regarding the use of augmented reality (AR) technology in science learning. The study followed the PRISMA guidelines. A total of 154 articles were found at the identification stage and then screened based on inclusion and exclusion criteria so that 50 articles were to be reviewed. The review results show that learning achievement, motivation, and attitudes are the variables most researched in the article. Learning achievement is strongly influenced by motivation and attitude, so it is often considered in research. Mobile applications and AR picture books are often implemented because they are easy to use, fast, and have practical development. The methodological trend is a quantitative design. Data collection tools that are often used are cognitive tests. The frequently used sampling method is convenience sampling, and the sample population often identified is high school students. Researchers often give research recommendations to identify the effect of using AR on students' affective abilities and teacher perceptions. The results of this study will be a reference for researchers interested in implementing AR in education

A Systematic Review of Augmented Reality Game-Based Applications in Primary Education

Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the education sector worldwide as it has the potential to enable new forms of learning and transform the learning experience. However, it remains unclear how ARGBL applications can impact students’ motivation and performance in primary education. This study addresses that topic by providing a systematic review, which analyses and critically appraises the current state of knowledge and practice in the use of ARGBL applications in primary education. In total, seventeen (17) studies that used either qualitative, quantitative, or mixed-methods to collect their data were analysed and were published between 2012 and 2017. The study results indicated that ARGBL applications are mainly used to document the design and development process, as well as to share preliminary findings and student feedback. Based on a comprehensive taxonomy of application areas for AR in primary education, ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitudes in laboratory experimental exercises for different courses. This review aims to offer new insights to researchers and provide educators with effective advice and suggestions on how to improve learning outcomes, as well as increase students’ motivation and learning performance by incorporating this instructional model into their teaching

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Augmented Reality Trends in Education between 2016 and 2017 Years

The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”

Serious Games in Science Education. A Systematic Literature Review

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Opinions of Secondary School Students on the Use of Mobile Augmented Reality Technology in Science Teaching

Mobile augmented reality (MAR) draws attention in terms of providing a flexible learning process and environment. It is thought that learning environments can be more effective using MAR technology. The research aimed to determine the secondary school students' views on the use of MAR technology in science teaching. The research was conducted with 143 students studying in the sixth grade at two different secondary schools in Turkey. In the research, convergent parallel patterns from mixed-method patterns were used. For eight weeks, the research was carried out to cover the systems unit in our body, situated in the 6th-grade science course curriculum. During the process, the Anatomy 4D application was used in the experimental group during the procedure, and the science course curriculum was used in the control group.  In this paper, a part of the mixed research, the qualitative data collected from the experimental group's semi-structured interview form and diaries were analyzed. Descriptive analysis was used to analyze the data. As a result of the research, although the students do not have a clear idea about AR and MAR technologies at the beginning of the application, it is observed that their thoughts change over time, and MAR applications are effective on the success of the course

Using Augmented and Virtual Reality for teaching scientific disciplines

This paper aims at synthesizing the literature on the use of AR and VR for teaching scientific disciplines to identify strengths and weaknesses for student’s learning. Articles published in peer reviewed journals has been searched on Google Scholar from 2018. The results highlighted a great variety of studies’ methodology, field of applications, technology, target groups and outcomes. The growing interest in this topic is due to the emerging benefits for learning achievements, attitudes and motivations. Further studies are necessary to understand the type of technologies to be used in different contexts and to focus on learners’ characteristics, and its impact on learning outcomes. It is necessary to improve students’ and teachers’ digital competence, supporting them in designing educational intervention for the acquisition of scientific skills

An augmented reality application to engage students in STEM education

This work is supported by national funds through FCT - Foundation for Science and Technology, I. P., in the context of the project PTDC/CED-EDG/32422/2017This paper proposes a Mobile Augmented Reality application to engage students in STEM education. With a design research methodology, the SolarSystemGO game, initially designed to promote learning about our Solar System, is being developed by undergraduate higher education students supervised by higher education teachers from a Portuguese polytechnic. After several cycles of implementation of the game (design research cycles), which took place over two academic years, we argue that the SolarSystemGO game can be a resource to develop mathematical contents in formal and informal learning environments. Based on our research and experience in the field, we sustain the importance of developing Mobile Augmented Reality games that engage students and motivate them to learn interdisciplinary subject matters adequate to primary school syllabus.publishersversioninpres

Augmented reality in STEM education: a systematic review

This study aimed to systematically investigate the studies in which augmented reality (AR) was used to support Science, Technology, Engineering and Mathematic (STEM) education. In this framework, the general status of AR in STEM education was presented and its advantages and challenges were identified. The study investigated 42 articles published in journals indexed in SSCI database and deemed suitable for the purposes of this research. The obtained data were analyzed by two researchers using content analysis method. It was found that the studies in this field have become more significant and intensive in recent years and that these studies were generally carried out at schools (class, laboratory etc.) using marker-based AR applications. It was concluded that mostly K-12 students were used as samples and quantitative methods were selected. The advantages of AR-STEM studies were summarized and examined in detail in 4 sub-categories such as “contribution to learner, educational outcomes, interaction and other advantages”. On the other hand, some challenges were identified such as teacher resistance and technical problems

Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training

This study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students’ self-efficacy related to theoretical knowledge and assembly skills. On the other hand use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students’ motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice