Augmented Reality and Engineering Education: A Systematic Review

Álvarez‐Marín, Alejandro; Velázquez‐Iturbide, J. Ángel

doi:10.1109/tlt.2022.3144356

Cited by 59 publications

(41 citation statements)

References 87 publications

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“…These facts, in combination with the growing popularity [33] and effectiveness in both teaching and learning activities, have led to an annual increase in both the quality and quantity of studies regarding augmented reality in educational settings [34]. Recent systematic review, scientific mapping, and bibliometric studies have presented both the benefits that can be yielded when integrating augmented reality into educational settings in a student-centered manner and some of its drawbacks and limitations [27,[35][36][37][38][39][40].…”

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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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: 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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“…Some factors to be considered include learner training to use and model AR, visualisation, creative content, increased level of perception with students involvement, training of the developers regarding the technical concepts, readiness to update or create new content within the existing app (customizability) (Nesterov et al, 2017;Henderson & Feiner, 2007). Other factors considered while developing AR engineering education include perceived usefulness (Alvarez et al, 2017), satisfaction (Contero et al, 2012), usability (Cubillo et al, 2012), motivation (Cheng et al, 2018), enjoyment (Matcha & Rambli, 2012), technology acceptance (Ibáñez et al, 2016;Alvarez-Marin & Velazquez-Iturbide, 2022). The designers need to identify the methods to incorporate functional features of perceptual association through integrating virtual objects to achieve digital elements that interact with the real environment more naturally (Alvarez-Marin & Velazquez-Iturbide, 2022).…”

Section: Related Workmentioning

confidence: 99%

“…Other factors considered while developing AR engineering education include perceived usefulness (Alvarez et al, 2017), satisfaction (Contero et al, 2012), usability (Cubillo et al, 2012), motivation (Cheng et al, 2018), enjoyment (Matcha & Rambli, 2012), technology acceptance (Ibáñez et al, 2016;Alvarez-Marin & Velazquez-Iturbide, 2022). The designers need to identify the methods to incorporate functional features of perceptual association through integrating virtual objects to achieve digital elements that interact with the real environment more naturally (Alvarez-Marin & Velazquez-Iturbide, 2022).…”

Section: Related Workmentioning

confidence: 99%

Augmented reality learning environment to aid engineering students in performing practical laboratory experiments in electronics engineering

Tuli

Singh

Mantri

et al. 2022

Smart Learn. Environ.

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In an era where technology is being used more and more in daily life, the potential and effective use of technology is becoming increasingly vital in education. Engineering education necessitates the use of technology to assist students in understanding abstract concepts and principles. Augmented reality (AR) is a technology that can be used to create effective and engaging technology-based solutions and instructional materials. This research aims to develop an augmented reality-based learning experience to teach students about electronics engineering concepts and determine the impact of AR intervention on students' academic achievement levels, learning attitudes toward the subject, and individual attitudes toward AR technology. A quasi-experimental research design was used on 107 first-year engineering students who were grouped into control and experimental groups. The control group consisted of 53 students who learned the fundamentals of electronics using existing techniques, while experimental group consisted of 54 students who learned the same subject using an Augmented Reality-based Lab Manual. The experimental outcomes indicate that the experimental group performed better in the post-test and obtained higher academic scores compared to the control group. In addition, AR intervention has a substantial positive effect on students' learning attitudes. The study also found that students' learning attitudes towards electronics courses and their academic achievement have a significant positive relationship. Additionally, there is a correlation between a student's academic achievement and their attitude toward AR technology. As a result, students who studied using AR technology had a more optimistic perspective about the electronics course and AR technology.

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“…Strategies, learning approaches, and practical instructions for using virtual laboratories can be provided online, in the cloud, on the web, or as videos [20][21][22][23][24]. The use of remote labs and AR/VR can be used to support practical learning in virtual labs because it can visualize models in 3-dimensional form and provides cognitive and pedagogical benefits for students as well as a cost-effective investment for higher education institutions [18,[25][26][27][28][29]. For example, the use of remote labs in practical learning for programmable logic controllers (PLC) can work well and is easy to use [31], the development of a VR-based application for teaching and training for conditionbased maintenance in induction motors [32], virtual office development to process basic telecommunication engineering practical work [33], and the design of augmented realitybased learning media on the sensors and transducers course [34].…”

Section: Discussionmentioning

confidence: 99%

“…Virtual labs also offer numerous benefits to aid in the learning process. Virtual labs not only require fewer resources than a real lab but also with no time constraints [18,19]. Virtual labs also provide versatility in the teaching and learning process [20].…”

Section: Virtual Labsmentioning

confidence: 99%

Virtual Labs in Electrical Engineering Education During the Covid-19 Pandemic: A Systematic Literature Review

Sarwono¹,

Lyau²

2022

Proceedings of the 4th Vocational Education International Conference (VEIC 2022)

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This paper reviews the advantages of the implementation of virtual labs in the electrical engineering field, especially in practical courses. Practical courses in the electrical engineering department really support students' skills and abilities for their future. This study used a systematic literature review of selected research papers based on relevant keywords on virtual labs in electrical engineering education. Practical courses of learning in electrical engineering field education with virtual labs become more flexible without limited space and time. Virtual labs can accommodate all the limitations that exist, like the tools and materials of practical equipment in schools, which isn't in line with the current technology. Virtual labs are also a good solution for schools or colleges, especially if they don't have a lot of equipment or space.

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Augmented Reality and Engineering Education: A Systematic Review

Cited by 59 publications

References 87 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

Augmented reality learning environment to aid engineering students in performing practical laboratory experiments in electronics engineering

Virtual Labs in Electrical Engineering Education During the Covid-19 Pandemic: A Systematic Literature Review

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