Collaborative Educational Environments Incorporating Mixed Reality Technologies: A Systematic Mapping Study

Ali, Almaas; Dafoulas, Georgios A.; Augusto, Juan Carlos

doi:10.1109/tlt.2019.2926727

Cited by 47 publications

(15 citation statements)

References 44 publications

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“…While systematic reviews aim at synthesizing evidence (also at considering the strength of such evidences), systematic maps are primarily concerned with structuring a research area. Currently, SMS has been used in various areas of knowledge, including the educational field (Ali et al, 2019;Buenan ˜o-Fernandez et al, 2019;Dalmina et al, 2019).…”

Section: Systematic Mapping Study (Sms)mentioning

confidence: 99%

Technology Acceptance Model and Moodle: A systematic mapping study

Murillo

Novoa-Hernández

Rodríguez³

2020

Information Development

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Moodle is one of the most widely used learning management systems currently and has traditionally been studied through the Technology Acceptance Model. Existing literature is scattered and does not allow us to clearly conclude what characteristics this technological acceptance has as well as its main progress. The study aimed to provide an overview of the scientific literature on the application of TAM in the study of the acceptance and technological use of Moodle through a Systematic Mapping Study (SMS). Results from 24 selected studies indicate that the topic is of increasing interest and that the literature is characterized by studies that 1) use extended versions of TAM; 2) are based on university students from different programs; 3) take place in Europe or Asia; 4) are published in journals with different impact factors; and 5) have focused on testing mainly the original TAM hypotheses. Although a lot of hypotheses have been studied (271), only 16 have been accepted more times than rejected by 2 or more studies, with Perceived Ease of Use being the most commonly present construct in the hypotheses. Results imply that although TAM remains as a robust model for studying Moodle there are still important gaps to be addressed.

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Section: Systematic Mapping Study (Sms)mentioning

confidence: 99%

Technology Acceptance Model and Moodle: A systematic mapping study

Murillo

Novoa-Hernández

Rodríguez³

2020

Information Development

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“…Existing LMSs such as Moodle 3 , Canvas and Open edX provide a rich set of features including multimedia integration, mobile support and assessments, etc. However, they are unable to offer adequate support for most advanced innovative technologies meant to enhance learning experience, for example, augmented reality (AR), virtual reality (VR), mix reality (MR) [21], multi-sensory media, fabrication and virtual laboratories (Fab Labs/Virtual Labs), artificial intelligencebased visualisation [22]. Moreover, although some of them do have gamification features, their gamification functionalities are rather basic and offer no support for heterogeneous technologies.…”

Section: Gamification and The Newtelp Platformmentioning

confidence: 99%

An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience

Zhao

Playfoot²,

Nicola³

et al. 2022

IEEE Access

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Lately, gamification (i.e., employing game-design elements and game principles in nongame contexts) has gained massive popularity and widespread usage in various areas, including education. However, gamification deployment in education in general and remote education in particular still faces many challenges that mainly influence user quality of experience. These challenges include lack of dedicated communication-based systems, potential additional load on teachers, absence of customization and personalization for users, and no support for advanced technology-enhanced learning (TEL). This paper investigates the use of gamification for networked delivery of science, technology, engineering and mathematics (STEM) subjects. It proposes an innovative gamification framework, the NEWTONenhanced gamification model (N-EGM), which was designed as part of the European Horizon 2020 project NEWTON. The paper also describes the proposed N-EGM model deployment in the gamification engine of a real learning management system and its associated communication and networking solution. The communication support provides easy-to-use gamification configuration functionality and efficient data collection and processing in a heterogeneous technology context. Finally, the paper evaluates the proposed N-EGM model as part of a NEWTON project pilot deployed in a Romanian school. The results demonstrate the effectiveness of the proposed gamification solution in improving both students' learning experience and their engagement, while also increasing student knowledge gain.

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“…Past research stated that the VR and AR intervention in welding training could improve knowledge transfer, save many consumables’ costs, and support a new pedagogical approach and learning experiences. Besides, previous studies showed that the integration of VR and AR technologies could bring various benefits to education and increase students’ performance [ 2 , 3 , 12 , 17 ]. In parallel to the Industrial Revolution 4.0 (IR 4.0), we anticipated that the investigation on VR and AR technologies in vocational welding training could provide an important framework and guidelines for instructors and policymakers to design practical learning content and improve the psychomotor skills of students.…”

Section: Introductionmentioning

confidence: 99%

VR and AR virtual welding for psychomotor skills: a systematic review

Siang

Haron

Isham

et al. 2022

Multimed Tools Appl

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Virtual reality (VR) and augmented reality (AR) continue to play an important role in vocational training in the current pandemic and Industrial Revolution 4.0 era. Welding is one of the highly demanded vocational skills for various manufacturing and construction industries. Students need to undergo many practical sessions to become skilful welders. However, conventional training is very costly in terms of material, time, and infrastructure. Hence, we explore the intervention of VR and AR in welding training, which includes the research purposes, VR and AR technologies, and welding concepts and activities. We performed a comprehensive search of articles from the year 2000 to 2021. After filtering through inclusion criteria and full-text assessment, a total of 42 articles were coded and evaluated. While there has been growth in VR and AR welding training research, there is little discussion in their effectiveness for supporting distance learning, and most studies targeted entry-level students. Our main contributions are classifying primary functions in the virtual welding workshops and their adaptation to the psychomotor domain. We hope these results can empower the research community to develop and improve the VR and AR system and evaluation instruments to support vocational training, especially during this pandemic.

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Collaborative Educational Environments Incorporating Mixed Reality Technologies: A Systematic Mapping Study

Cited by 47 publications

References 44 publications

Technology Acceptance Model and Moodle: A systematic mapping study

Technology Acceptance Model and Moodle: A systematic mapping study

An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience

VR and AR virtual welding for psychomotor skills: a systematic review

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