The Effect of Three Dimensional Virtual Environments and Augmented Reality Applications on The Learning Achievement: A Meta-Analysis Study

Avci, Şirin Küçük; Çoklar, Ahmet Naci; İSTANBULLU, Aslihan

doi:10.15390/eb.2019.7969

Cited by 21 publications

(6 citation statements)

References 34 publications

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“…The analysis of the differences between the pre-and post-test learning achievement scores in all groups revealed that the learning achievements of the students in the AR group were higher when compared to the SM and RE groups, the learning achievements of students in the RE group were higher when compared to the SM group. In contrast to our study findings in the literature, students' learning achievements in AR-assisted learning environments in different disciplines were better when compared to conventional instruction (Gül & Şahin, 2017;Ibáñez et al, 2020;Şahin & Yılmaz, 2020;Yip et al, 2019), and it has been reported that the effect was moderate (Batdı and Talan, 2019;Chang et al, 2022;Garzón and Acevedo, 2019;Küçük-Avcı et al, 2019;Özdemir et al, 2018). Similarly, it was reported that AR was more effective on learning achievement when compared to SM (Aldalalah et al, 2019).…”

Section: Discussion Conclusion and Suggestionscontrasting

confidence: 99%

Are Reality, Simulation, and Augmented Reality Interchangeable?

İSTANBULLU,

HORZUM

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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Students often ask why they should learn or where they would use this knowledge when learning. Real-life experiences make learning more meaningful for the students. Thus, learning environments where the students could acquire real-life experiences are important. However, due to the student profile, crowded classes, inadequate course hours, technological advances, natural disasters, etc., conventional instruction methods could not meet student requirements and they could not practice. This negatively affects learning achievements and psychomotor skills of the students. Effective real-life educational experiences are required to improve learning achievements and psychomotor skills of the students. Thus, the present study aimed to investigate learning achievement and psychomotor skills levels of college students in the ICT course and substitution of augmented reality applications and simulations with real-life experiences. The study data were collected from 63 college students. Descriptive statistics, two-way ANOVA, and Wilcoxon Signed Rank Test analysis were employed to answer the research questions. The findings demonstrated that augmented reality and simulation-assisted learning environments were as effective as real-life learning environments in the improvement of the learning achievements and psychomotor skills of the students in the ICT course. Thus, it could be suggested that augmented reality or simulation applications could be employed in learning environments that lack real-life experiences.

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Section: Discussion Conclusion and Suggestionscontrasting

confidence: 99%

Are Reality, Simulation, and Augmented Reality Interchangeable?

İSTANBULLU,

HORZUM

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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“…The findings suggest that challenges associated with AR in e-learning include information and cognitive overload, lack of experience in using the technology, resistance from teachers, complex technology, costly technology, and technical issues, such as connectivity problems [4]. In addition, meta-analytic studies have shown that 3D virtual environments and augmented reality applications have moderate levels of effect on learning achievement [5]. There are a significant number of systematic reviews that support the benefits of AR in medical training [6][7][8][9].…”

Section: Literature Reviewmentioning

confidence: 99%

Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process

et al. 2022

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Virtual and augmented reality technologies are increasingly being implemented in education and there is a growing body of evidence on their usefulness for training academic and non-academic skills among student with different education levels and diverse educational needs. To fully benefit from their use, teachers need to know the different existing tools and their potential, as well as be trained and motivated in their use. The current study aims to evaluate the factors that promote and hinder the use of virtual and augmented reality in future teaching professionals. Data were gathered by means of an online questionnaire from a total of 422 Spanish students from the Universidad Pontificia de Salamanca (Spain). Instrumental analyses (Cronbach’s Alpha, and CFA) were performed, together with descriptive, correlational, and inferential tests (Manova, Anova, and Student’s T test) to contrast the hypotheses. Results indicate that participants show favorable attitudes towards these technologies, but have little knowledge of them. Age, year of study, and knowledge are associated with a higher perception of usefulness as tools for teaching and learning and for promoting inclusion. The results support the relevance of providing knowledge, and enhancing skills, thus fostering positive attitudes towards these technologies.

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“…The practical applications and challenges associated with immersive technologies come to the forefront in studies conducted by Ho et al [7] and Küçük Avcı et al [8]. Ho delved into the domain of 3D animation learning, focusing on the motivational aspects of VR.…”

Section: -Introductionmentioning

confidence: 99%

The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education

Tene,

Guevara,

Moreano

et al. 2024

Emerg Sci J

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Objective: This systematic review aims to map out the role of immersive technologies, specifically virtual and augmented realities (VR and AR), in enhancing learning outcomes within higher education science programs, providing a clearer understanding of their pedagogical value. Methods: Leveraging extensive database searches in Scopus and Web of Science, an initial phase of 172 articles was identified. Through a meticulous process of screening based on inclusion and exclusion criteria, this was refined to 33 important articles. These articles were further analyzed to identify distinct structural elements regarding VR and AR interventions and their effects on educational outcomes. Analysis: Each study was evaluated for its contribution to pedagogical methods, with a focus on quantifiable changes in student performance and engagement. Results: The analysis revealed that immersive technologies are being applied across various stages of the academic crossing, from introductory courses to advanced laboratory work. Particularly, 18 articles demonstrated a significant positive or increased impact on learning outcomes. Conclusions: The review confirms that VR and AR possess a transformative potential for higher education, particularly in the sciences. These technologies not only captivate students' interest but also facilitate deeper understanding and retention of complex material. The evidence suggests that VR and AR can substantially enhance the educational experience when implemented thoughtfully. Future research should aim to expand upon these findings, exploring the longitudinal impact of immersive technologies on learning and their potential to democratize education. Doi: 10.28991/ESJ-2024-SIED1-06 Full Text: PDF

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The Effect of Three Dimensional Virtual Environments and Augmented Reality Applications on The Learning Achievement: A Meta-Analysis Study

Cited by 21 publications

References 34 publications

Are Reality, Simulation, and Augmented Reality Interchangeable?

Are Reality, Simulation, and Augmented Reality Interchangeable?

Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process

The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education

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