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Applied Sciences
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Augmented Reality Research in Education
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Augmented Reality Research in Education

A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Computing and Artificial Intelligence".

Deadline for manuscript submissions: closed (31 March 2022) | Viewed by 15529

Special Issue Editor

Prof. Dr. Diana Urbano

E-Mail Website1 Website2
Guest Editor
University of Porto, Faculty of Engineering, Physics Engineering Department, Porto, Portugal
Interests: particle physics; engineering education; physics education; augmented reality, virtual reality and haptic systems in education; evaluation of pedagogical strategies; analysis of data obtained with instrumented devices in health-related areas

Special Issue Information

Dear Colleagues,

Augmented Reality (AR) is an effective tool for human interaction with the real environment. Overlaying new information on top of the real environment enables the user to get a clearer perception of physical systems and facilitates interacting with it. AR plays an important role in many areas including manufacturing, industry, health care, arts and entertainment and its integration in education settings has gained increased interest, either in formal, non-formal or informal learning. Technological developments resulted in applications for non-mobile as well as mobile devices that allow for many different contexts in which AR may be included in education either in face-to-face, out of the class or in experimental activities. AR can contribute to creating learning environments that enhance motivation, interaction, inclusion and academic performance.

The primary objective of this special issue is to gather high-quality research involving the use of Augmented Reality in educational settings. It will provide a forum for researchers and educators to disseminate their latest results and findings. Recommend topics include, but not limited to,

  • Integration of AR in formal, non-formal and informal education;
  • AR and STEAM (Science, Technology, Engineering, Art and Mathematics);
  • Development and application of AR-based learning environments;
  • Game-based AR learning;
  • Training instructors for teaching with AR technologies;
  • Motivation and self-regulated learning in learning experiences afforded by AR;
  • Monitoring student performance in AR-based activities;
  • Conceptual learning and AR;
  • AR technologies and experimentation;
  • Evaluation of AR-based learning strategies;
  • Evaluation and acceptance of AR by users (teachers and students);
  • AR and diversity, equity and accessibility;
  • Assessment issues in AR-based learning experiences;
  • Organizational issues concerning the integration of AR in curricula;
  • AR in professional development and in life-long learning.

The articles should preferably report original empirical studies that demonstrate practical experiences of integrating AR in educational settings. They should also demonstrate how the AR applications developed fulfil the main educational goals behind their conception. Literature reviews and preliminary results of innovative ongoing studies are also welcome.  

Prof. Dr. Diana Urbano
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Applied Sciences is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Augmented Reality in education
  • design and development of AR-based pedagogical environments
  • AR and STEAM
  • evaluation of AR-based learning activities
  • AR technology in professional development
  • AR-technology in life-long learning
  • diversity and inclusion
  • motivation and self-regulated learning
  • integration of AR in curricula
  • acceptance of AR in educational settings
  • AR and experimentation
  • AR and conceptual learning
  • assessment of AR-based learning.

Published Papers (3 papers)

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Research

25 pages, 7482 KiB  
Article
A Novel Immersive Anatomy Education System (Anat_Hub): Redefining Blended Learning for the Musculoskeletal System
by Ayesha Boomgaard, Kaylyn A. Fritz, Omowunmi E. Isafiade, Retha Christina M. Kotze, Okobi Ekpo, Marjorie Smith, Tyler Gessler, Kayleigh J. Filton, Christiaan C. Cupido, Bahija Aden, Ntokozo Yokwe, Luyanda Mayekiso, Siyamthanda Gxowa, Annelize Levitt, Lilitha Dlodlo, Nosicelo Madushana and Desiré Laurent de Laroche Souvestre
Appl. Sci. 2022, 12(11), 5694; https://0-doi-org.brum.beds.ac.uk/10.3390/app12115694 - 03 Jun 2022
Cited by 5 | Viewed by 3221
Abstract
Immersive technologies are redefining ways of interacting with 3D objects and their environments. Moreover, efforts in blended learning have presented several advantages of incorporating educational technology into the learning space. The advances in educational technology have in turn helped to widen the choice [...] Read more.
Immersive technologies are redefining ways of interacting with 3D objects and their environments. Moreover, efforts in blended learning have presented several advantages of incorporating educational technology into the learning space. The advances in educational technology have in turn helped to widen the choice of different pedagogies for improving learner engagement and levels of understanding. However, there is limited research in anatomy education that has considered the use and adoption of immersive technologies for the musculoskeletal system, despite its immense advantage. This research presents a practical immersive anatomy education system (coined Anat_Hub) developed using the agile scrum and participatory design method at a selected tertiary institution in Cape Town, South Africa, which promotes learner engagement through an asynchronous technological means using augmented reality (AR). The aim of the study was to develop an immersive AR mobile application that will assist learners and educators in studying and teaching the names, attachments, and actions of muscles of the human musculoskeletal system (upper and lower limbs). The Anat_Hub application offers a wide range of useful features for promoting active and self-regulated learning, such as 3D and AR modes, glossary, and quiz features. The application was tested with potential users, and on a variety of mobile device specifications. Very few volunteers have used AR prior to this study (13.2%). On a scale of 1 to 5, the majority of volunteers scored the application a 4 or 5. Overall, results and feedback obtained from users show that the proposed immersive anatomy system could effectively improve learner engagement and retention of anatomy concepts. Full article
(This article belongs to the Special Issue Augmented Reality Research in Education)
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17 pages, 28392 KiB  
Article
Impact of Virtual Reality on Student Motivation in a High School Science Course
by Hugo Ariel Santos Garduño, Martha Idalia Esparza Martínez and May Portuguez Castro
Appl. Sci. 2021, 11(20), 9516; https://0-doi-org.brum.beds.ac.uk/10.3390/app11209516 - 13 Oct 2021
Cited by 20 | Viewed by 8315
Abstract
It is essential to expose students to real situations in science courses, to experience how classroom concepts are reflected in the real world. However, the materials and methods available are not always very adequate; for example, chemistry courses involve the supervision of reagents [...] Read more.
It is essential to expose students to real situations in science courses, to experience how classroom concepts are reflected in the real world. However, the materials and methods available are not always very adequate; for example, chemistry courses involve the supervision of reagents to avoid risky situations, in addition to the costs, logistics of preparing materials, and possible adverse environmental factors. As an alternative solution, the following experience was carried out using virtual reality (VR) equipment, with very realistic applications that allowed 304 fourth semester high school students to have an immersive, interactive, and contextualized experience of the disciplinary contents. The students were asked about their perception regarding the motivation and acceptance of the use of virtual reality. The results were 72% positive for attention, 61% positive for relevance, 64% positive for trust, and 71% positive for satisfaction. Also, they mentioned their intention to continue using this resource and create lines of research to study the different aspects that could form a disciplinary proposal for an entire course based on virtual reality. Full article
(This article belongs to the Special Issue Augmented Reality Research in Education)
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12 pages, 549 KiB  
Article
Assessment of a Location-Based Mobile Augmented-Reality Game by Adult Users with the ARCS Model
by Konstantina Sdravopoulou, Juan Manuel Muñoz González and María Dolores Hidalgo-Ariza
Appl. Sci. 2021, 11(14), 6448; https://0-doi-org.brum.beds.ac.uk/10.3390/app11146448 - 13 Jul 2021
Cited by 9 | Viewed by 2809
Abstract
In mobile augmented reality (MAR) games, learning by doing is important to supplement the theoretical knowledge with practical exercise in order to maximize the learning outcome. However, in many fields, the users are not able to apply their knowledge in practical ways, despite [...] Read more.
In mobile augmented reality (MAR) games, learning by doing is important to supplement the theoretical knowledge with practical exercise in order to maximize the learning outcome. However, in many fields, the users are not able to apply their knowledge in practical ways, despite having achieved a good understanding of the theoretical fundamentals and this is even more important to adult learners. The aim of this research is to examine young, middle-aged and elderly adults’ opinions about the location-based MAR game Ingress, by applying John Keller’s “ARCS learning motivation model” (Attention, Relevance, Confidence and Satisfaction). The users’ responses to closed questions related to Ingress were collected from 45 adult players aged 20–60 from Greece and were subsequently analyzed by means of pre- and post-quantitative measures of the four ARCS factors. The results show that: (a) game training improves all the factors of ARCS, primarily attention and satisfaction; (b) the responses of young people (20–35) agree more with those of elderly adults (>52) than with those of the intermediate age group of 36–51. Our findings, therefore, highlight the potential and the applicability of the ARCS model in MAR games. Full article
(This article belongs to the Special Issue Augmented Reality Research in Education)
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