Using Augmented Reality in programming learning: A systematic mapping study

Rios, Mónica Gómez; Velasco, Maximiliano Paredes

doi:10.1109/educon46332.2021.9454149

Cited by 6 publications

(2 citation statements)

References 32 publications

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“…Among negative emotions, shame and apathy preach from the point of view that the student is sometimes afraid to try something new or prefers not to. On the other hand, little mentioned but as equally important is that the use of technologies such as AR can raise anxiety as a result of ignorance regarding functioning [57]. For example, the student may feel frustrated in understanding how AR technology works, either due to a lack of knowledge or experience.…”

Section: Discussionmentioning

confidence: 99%

Analysis of emotions in the use of augmented reality technologies in education: A systematic review

Gómez‐Rios

Velasco

Hernandez-Beleno

et al. 2022

Comp Applic In Engineering

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Currently, the availability and usefulness of computer applications developed supporting the teaching–learning process have increased and are progressively being used in different branches of education. Given the importance of emotions in learning, it is appropriate to review the influence of the use of technology in this field. Out of the many existing technologies, augmented reality (AR) has been of great interest to this study due to its great potential in learning. Therefore, the present study carries out a systematic mapping, whose objective is to review how AR technology influences the emotional state of the student in the learning process. The study indicates that the application of AR technology has both advantages and disadvantages. On the one hand, the use of AR on students produces enjoyment and interest due to visual feedback provided by AR, enthusiasm about the use of innovative technology tools, and curiosity when they view and interact with virtual objects in 3D. The attractive visualizations used and feedback generated by AR applications can reduce the cognitive load and increase student motivation in the learning process. On the other hand, AR may present some negative aspects, such as ergonomic problems, which produce that users prone to dizziness or nausea may reject the use of AR devices and a complex interaction when users must use multiple devices. Besides this, it should not be forgotten that their application may entail technological requirements and associated costs that may be difficult for some schools to afford.

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Section: Discussionmentioning

confidence: 99%

Analysis of emotions in the use of augmented reality technologies in education: A systematic review

Gómez‐Rios

Velasco

Hernandez-Beleno

et al. 2022

Comp Applic In Engineering

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“…Nesse contexto, foram desenvolvidos diversos softwares educativos voltados para o ensino de programac ¸ão, bem como para o pensamento computacional, visando dinamizar o ensino e melhorar a qualidade da aprendizagem desses conteúdos [Boonbrahm et al 2019, Esteves et al 2019, Gardeli and Vosinakis 2019, Masso and Grace 2011, Rios and Paredes-Velasco 2021. Dentre esses softwares, é possível observar a utilizac ¸ão de tecnologias complementares, como Realidade Virtual (RV) e Realidade Aumentada (RA).…”

Section: Introduc ¸ãOunclassified

Ensino de Programação e Pensamento Computacional Utilizando Realidade Virtual, Realidade Aumentada e Jogos: Um Mapeamento Sistemático da Literatura

Aragão,

Avellar,

Barbosa

2023

Anais Do XXXIV Simpósio Brasileiro De Informática Na Educação (SBIE 2023)

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O ensino de programação e pensamento computacional utilizando tecnologias como Realidade Virtual (RV) e Realidade Aumentada (RA), ganhou destaque, especialmente no Ensino Básico. Além disso, elementos de jogos e aspectos colaborativos também são explorados para aprimorar o processo de ensino-aprendizagem. A partir dos resultados deste mapeamento sistemático, não foi possível observar o uso em conjunto de RV e aspectos colaborativos. Além disso, os tópicos de programação abrangidos pelos estudos analisados são principalmente introdutórios. Por fim, os jogos sérios são comumente utilizados para o ensino de programação e pensamento computacional.

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Gamification Applied to Programming Learning with Virtual Reality and Augmented Reality: Comparative Analysis

Author,

Angulo-Almea,

Paredes-Velasco

et al. 2024

Lecture Notes in Networks and Systems

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Using Augmented Reality in programming learning: A systematic mapping study

Cited by 6 publications

References 32 publications

Analysis of emotions in the use of augmented reality technologies in education: A systematic review

Analysis of emotions in the use of augmented reality technologies in education: A systematic review

Ensino de Programação e Pensamento Computacional Utilizando Realidade Virtual, Realidade Aumentada e Jogos: Um Mapeamento Sistemático da Literatura

Gamification Applied to Programming Learning with Virtual Reality and Augmented Reality: Comparative Analysis

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