Higher Immersive Profiles Improve Learning Outcomes in Augmented Reality Learning Environments

Uriarte-Portillo, Aldo; Ibáñez, María-Blanca; Zataraín-Cabada, Ramón; Barrón-Estrada, M. L.

doi:10.3390/info13050218

Cited by 8 publications

(7 citation statements)

References 50 publications

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“…AR is recognized for its ability to enhance cognitive and emotional engagement, providing an immersive learning experience in technical learning environments. According to Uriarte-Portillo et al [12], an immersive learning environment can significantly improve the learning outcomes of students with a high immersion learning profile. Additionally, Sungkur et al [13] highlighted that AR applications contribute to the understanding of complex and challenging-to-grasp computer science concepts, thereby providing unique learning experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Applying Stimulus–Organism–Response Theory to Explore the Effects of Augmented Reality on Consumer Purchase Intention for Teenage Fashion Hair Dyes

Yang,

Fan,

Tsai

2024

Sustainability

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The application of augmented reality (AR) in the beauty and hairdressing industry provides customers with a rich experience, especially in terms of virtual hair styling. Through virtual hair color tests, customers can quickly decide on the most suitable hair dye for them. Teenagers use multimedia communication channels to distinctively express their enjoyment of and aesthetic experiences with the interactive, emotional, and spatial aspects of AR. They can also preview diverse hair dyes and hairstyles in a virtual environment and, ultimately, select the option that suits them the most. This study applied the Stimulus–Organism–Response (S–O–R) theoretical framework and collected 337 valid samples through a SmartPLS-4-supported questionnaire survey for analysis. The results revealed that spatiality significantly influenced behavioral intention in the context of aesthetic experiences, whereas interactivity significantly influenced behavioral intention in the context of entertainment experiences. Overall, the hair dye consumption behavior of Taiwanese teenagers was positively influenced by spatiality and interactivity, and the overall model was well structured. The findings of this study can serve as a reference for businesses to develop innovative technology products that enhance consumer marketing experiences and can contribute to the future development of the hair dye segment of the fashion industry.

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Section: Literature Reviewmentioning

confidence: 99%

Applying Stimulus–Organism–Response Theory to Explore the Effects of Augmented Reality on Consumer Purchase Intention for Teenage Fashion Hair Dyes

Yang,

Fan,

Tsai

2024

Sustainability

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“…The keywords in the red cluster are chemistry, computer-based learning, laboratory instruction, multimediabased learning, first-year undergraduate/general, second-year undergraduate, challenge, model, and organic chemistry. These keywords discuss various commonly used technological approaches such as AR, computerbased learning [35]- [37], multimedia-based learning [38]. These techniques provide laboratory instruction and models to first-and second-year undergraduate students encountering challenging topics in organic chemistry.…”

Section: Keyword Analysismentioning

confidence: 99%

Bibliometric analysis of augmented reality in chemistry education over the past decade

Juan,

DeWitt

2024

EduLearn

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Numerous studies have delved into the application of augmented reality (AR) in chemistry education, focusing on specific topics, equipment requirements, and advantages. However, there remains a notable dearth of research examining the evolutionary characteristics of AR in this context. This study, employing bibliometric analysis on 66 articles spanning from 2012 to 2022, reveals that research primarily revolves around pedagogical approaches and AR technology development, particularly in kindergarten to 12th grade (K-12) education. Despite the United States exhibiting the highest publication frequency, there is a significant absence of studies addressing emotions, cognition, and physiological changes. Shedding light on these research gaps, this study underscores the need for further exploration into the cognitive, emotional, and physiological aspects of AR integration in chemistry education. Ultimately, the insights gleaned from this study offer valuable guidance for researchers, educators, and practitioners alike, facilitating the advancement and effective application of augmented reality in chemistry education (ARCE).

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“…Thirdly, AR can increase student motivation and engagement in service mathematics courses, such as calculus for engineering, by providing more engaging learning experiences [5]. Additionally, the integration of AR with intelligent tutoring systems has been shown to be effective in supporting geometry learning and improving learning gains and motivation [6]. Finally, the development of AR-based learning media for geometric materials in elementary schools has been found to be feasible and suitable for enhancing mathematics learning [7].…”

Section: Introductionmentioning

confidence: 99%

Applications of Augmented Reality in Mathematics Learning: A Bibliometric and Content Analysis

Hakim,

Hidayat,

Salmun

et al. 2024

Advances in Social Science, Education and Humanities Research

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This study aims to comprehensively investigate the current application of augmented reality (AR) in mathematics education through meticulous bibliometric and content analysis of existing academic literature. The primary objectives involve providing an overview of the current landscape and categorizing literature related to AR's role in teaching and learning mathematics. To achieve this, three main research questions are addressed. The first examines prevalent research themes in augmented reality in mathematics learning, shedding light on core focus areas. The second identifies and analyzes emerging research topics, reflecting the evolving nature of AR in mathematics education. The third explores potential future directions, providing insights into unexplored avenues. The study contributes to understanding how AR is utilized in mathematics education, aiding educators, researchers, and policymakers in recognizing key interests and potential areas for exploration. Findings reveal evolving research topics, including geometry, problem-solving skills, apps, and interventions associated with AR. Emerging areas, such as effective approaches and suitable mediums for integrating AR to enhance mathematical literacy skills, are highlighted. The study suggests the dynamic nature of the field, emphasizing the need for continued development in geometry and exploration of affective approaches and tailored AR-based teaching for enhanced mathematical literacy skills.

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Higher Immersive Profiles Improve Learning Outcomes in Augmented Reality Learning Environments

Cited by 8 publications

References 50 publications

Applying Stimulus–Organism–Response Theory to Explore the Effects of Augmented Reality on Consumer Purchase Intention for Teenage Fashion Hair Dyes

Applying Stimulus–Organism–Response Theory to Explore the Effects of Augmented Reality on Consumer Purchase Intention for Teenage Fashion Hair Dyes

Bibliometric analysis of augmented reality in chemistry education over the past decade

Applications of Augmented Reality in Mathematics Learning: A Bibliometric and Content Analysis

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