An Exploration of Perceptions and Experiences of Language Adventure Game Using Augmented Reality

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Augmented Reality (AR) has emerged as a transformative technology with significant potential to enhance educational experiences. This Review provides an overview of recent advancements in the integration of Augmented Reality in education, exploring its applications, benefits, and challenges. Recent years have witnessed a growing interest in leveraging Augmented Reality to revolutionize traditional education methods. AR involves overlaying digital content onto the real-world environment, creating an interactive and immersive learning experience. This review explores the various ways in which AR is being applied in education, spanning diverse subjects and educational levels. Advancements in AR have introduced interactive textbooks, 3D models, and simulations, providing students with a more engaging and dynamic learning environment. AR-enhanced textbooks, for instance, can bring static images to life, offering interactive elements that deepen understanding and retention of complex concepts. Moreover, the use of AR in science, mathematics, and other STEM (Science, Technology, Engineering, and Mathematics) subjects has gained traction. Virtual experiments, interactive simulations, and 3D visualizations enable students to explore Review concepts in a hands-on manner, fostering a deeper comprehension of the subject matter. The benefits of integrating AR in education extend beyond traditional classroom settings. Remote and online learning platforms can leverage AR to create immersive virtual classrooms, allowing students to interact with digital content collaboratively. This can enhance the sense of presence and engagement in virtual learning environments. However, challenges such as the cost of implementing AR technology, access to compatible devices, and concerns about privacy and security must be addressed. Additionally, the need for teacher training in incorporating AR tools into pedagogy is crucial for successful integration. In conclusion, the integration of Augmented Reality in education represents a promising avenue for transforming the learning experience. Recent advancements demonstrate the potential of AR to make education more interactive, engaging, and accessible. As the technology continues to evolve, addressing challenges and promoting effective teacher training will be key to realizing the full benefits of AR in education.

The integration of Augmented Reality (AR) in multimedia education represents a significant technological innovation, enhancing traditional learning experiences by introducing interactive and immersive environments. This study explores how AR innovations can be applied effectively within multimedia learning settings to improve educational outcomes. By blending real-world experiences with digital elements, AR provides an engaging and dynamic platform that caters to a range of learning styles. This paper investigates the pedagogical impact of AR in multimedia education, analyzing its potential to foster deeper comprehension, retention, and engagement. The findings suggest that the successful integration of AR into multimedia education not only enhances student engagement and learning outcomes but also prepares them for future roles in industries that increasingly rely on immersive technologies. In conclusion, AR's potential in multimedia education lies in its ability to transform passive learning into an active and immersive experience.

21st-century learning encourages the integration of Augmented Reality (AR) technology as asupport for learning media to improve learning effectiveness. This systematic literature review explores researchtrends and the integration of Augmented Reality (AR) in biology learning, especially at the formal educationlevel. This study analyzed 23 articles from Scopus, Sage, and ERIC databases published between 2015 and 2023to answer the six research questions posed. The analysis showed several key findings: 1) Most of the researchrelated to AR implementation in biology materials was conducted in Indonesia and the United States; 2) Collegestudents are the dominant research subjects in AR; 3) AR-related research has increased significantly since2015, reaching a peak in 2020, but experiencing fluctuations until 2023; 4) The majority of research focuses onusing RnD research methods, with efforts to develop AR technology in various biological topics; 5) The mostapplied biological material topic using AR technology is the anatomical structure of human organs; 6) Thechallenges of AR implementation in biology learning include accessibility, hardware availability, cost, training,and adaptation to pandemic conditions. Based on these findings, future research recommendations includediversification of research subjects, development of innovative AR learning models, and more in-depth researchon factors that influence the effectiveness of AR implementation, particularly in developing countries. It is alsoimportant to consider developing strategies to overcome the barriers identified to increase the success of ARimplementation in the context of biology learning. Evaluation of the impact of AR use on student learningoutcomes needs to be the focus of future research to complement the current findings.

Reality check

This research examines how augmented reality (AR) tools can be integrating into informal learning experiences in ways that support children’s engagement in science in their communities. We conducted a series of video-based studies over 4 years in an arboretum and a nature center with families and children. In this study (the four iteration of the Tree Investigators design-based research project), 1-hour sessions were conducted at a summer camp for 6 weeks at Shaver’s Creek Environmental Center. The sessions supported children to learn about the life cycle of trees with iPad computer tablets. Data collected included pre- and post-assessments and video records of children engaged in the science practice of observation. Analysis included the Wilcoxon signed-rank test of 42 paired assessments, the microethnographic analysis of transcripts of dyads and triads engaged with AR tools, and the creation of one case study of a pair of boys, who were representative of others in the dataset. Across the dataset, we found three sociotechnical interactions that contributed to triggering situational interests during the summer camp learning experience: (a) discoveries in the environment related to nature, (b) prior experiences that led to anticipation or expectation about what would happen, and (c) hands-on experiences with natural phenomenon. Implications of the study include that AR tools can trigger and maintain children’s situational interest and science learning outcomes during context-sensitive informal mobile learning.

Computational thinking (CT) skills are increasingly important in education to prepare students for the challenges of the digital age. Augmented Reality (AR) and Virtual Reality (VR) have been introduced as immersive technologies that have the potential to enhance CT skills through more interactive learning experiences. However, there is still a gap in understanding the effectiveness of these technologies in supporting the development of CT, particularly in different levels of education and disciplines. Although several studies have highlighted the benefits of AR and VR in education, no systematic review integrates these findings to identify advantages, challenges, and opportunities for further implementation. Therefore, this study conducted a systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by analyzing 25 empirical studies (AR=17, VR=8) obtained from the Scopus database (2008-2024). The analysis addresses four key research questions: (1) the current state of AR/VR in CT development, (2) their advantages, (3) implementation challenges, and (4) future research directions. The results show that AR is more widespread than VR at various levels of education, with dominance in higher education followed by secondary and primary schools. Computer science is the main field of application of AR and VR, while AR is also widely applied in mathematics to increase interest and problem-solving. A total of 11 studies reported significant impacts of these technologies on CT, with AR being superior in increasing student motivation and engagement, as well as aiding in problem-solving and debugging. In contrast, VR provides a more immersive learning experience by strengthening concept understanding, especially in programming and recursion. However, several obstacles in the application of AR and VR, such as hardware limitations, costs, and user skills, affect the effectiveness of these technologies in the learning environment. This study also identified potential future research, including the exploration of VR in primary and kindergarten education, the application of VR in non-computer science fields, and the efficient use of these technologies in supporting the CT process. This study provides more precise insights into the optimal ways of utilizing AR and VR in developing CT skills. It is a reference for educators, policymakers, and researchers in supporting CT learning.

There is a growing interest for the broad use of Augmented Reality (AR) and Virtual Reality (VR) in the fields of bioinformatics and cheminformatics to visualize complex biological and chemical structures. AR and VR technologies allow for stunning and immersive experiences, offering untapped opportunities for both research and education purposes. However, preparing 3D models ready to use for AR and VR is time-consuming and requires a technical expertise that severely limits the development of new contents of potential interest for structural biologists, medicinal chemists, molecular modellers and teachers. Herein we present the RealityConvert software tool and associated website, which allow users to easily convert molecular objects to high quality 3D models directly compatible for AR and VR applications. For chemical structures, in addition to the 3D model generation, RealityConvert also generates image trackers, useful to universally call and anchor that particular 3D model when used in AR applications. The ultimate goal of RealityConvert is to facilitate and boost the development and accessibility of AR and VR contents for bioinformatics and cheminformatics applications. http://www.realityconvert.com. dfourch@ncsu.edu. Supplementary data are available at Bioinformatics online.

We attempted to address the challenge of effectively conveying the innovative literary device known as the Rashomon effect (tRe), using a digital tool. We opted for Augmented Reality (AR) in combination with MERGE cubes for this purpose. These cubes served as a practical medium for illustrating the complexities of tRe, a narrative technique renowned for its ability to offer multiple perspectives on a single event or storyline. This narrative device is known for its ability to create narrative uncertainty, withholding a clear and absolute truth, and instead exposing the readers to an assortment of interpretations. The Rashomon Augmented Reality Cube (RARc) was designed with two main goals in mind. Firstly, it was created to provide a vivid visual representation of the Rashomon effect. This not only makes storytelling engaging but also serves as a stepping stone for students to explore a variety of interpretations. Secondly, it was conceived as an educational tool for introducing students to key CT principles, such as abstraction, solution design, and computational innovations. By instilling these principles, students acquire problem-solving skills that are increasingly essential in our technology-driven world. This AR tool, known as the RARc, serves as a hands-on digital activity crafted for creative writers, with a particular focus on engaging female participants. It encourages them to unleash their creativity and explore the nuances of storytelling within an immersive and interactive learning experience. In this paper, we share development and implementation strategies that were utilized throughout the design of the RARc. The Rashomon Augmented Reality Cube (RARc) was designed with two main goals in mind. Firstly, it was created to provide a vivid visual representation of the Rashomon effect. This not only makes storytelling engaging but also serves as a stepping stone for students to explore a variety of interpretations. Secondly, it was conceived as an educational tool for introducing students to key CT principles, such as abstraction, solution design, and computational innovations. By instilling these principles, students acquire problem-solving skills that are increasingly essential in our technology-driven world. This AR tool, known as the RARc, serves as a hands-on digital activity crafted for creative writers, with a particular focus on engaging female participants. It encourages them to unleash their creativity and explore the nuances of storytelling within an immersive and interactive learning experience. In this paper, we share development and implementation strategies that were utilized throughout the design of the RARc.

The existence of halal tourism in Lombok is a destination that is sought after by many local and foreign tourists. The Ministry of Tourism (2019) noted that in 2015, Lombok received 2 awards from the World Halal Tourism Award (WHTA) in Abu Dhabi in the categories of World Best Halal Destination and World Best Halal Honeymoon. In the midst of the onslaught of technology, various strategic steps can be used to welcome the halal tourism sector, especially after the Covid-19 pandemic, one of which is utilizing Augmented Reality (AR). The results also showed the effectiveness of AR as a tourism promotion medium with 94% of visitors feeling facilitated, 97% stating AR systems are more communicative, and 95% saying they are interested in visiting tourism after using AR. Lomution is a strategy in improving the halal tourism industry in Lombok through the establishment of a platform that bridges tourists to visit tourist attractions. This research is a Research and Development (R&D) development research that aims to produce products and test product effectiveness. The type of research approach used is observational research and literature study. The stages of development research can be summarized into four stages, the 4D (define, design, development, and dissemination), so as to produce a discovery that will be used as a solution. Lomution, becomes one of the tourism digitalization platforms through the integration of Augmented Reality (AR) that supports the creation of Sustainable Smart Tourism. In its realization, Lomution was developed in a mobile platform because it is more flexible, accessible through various devices and faster to the present. With the development of the Lomution application, it makes it easier for tourists to access and visit halal tourist destinations in Lombok and become an innovation in accordance with the digital era to increase the potential for sustainable halal tourism.

IntroductionThe introduction of augmented reality (AR) in medical education has been demonstrated to improve learning of medical students and young clinicians. Use of AR is often linked to Head Mounted Displays (HMD), whose high costs and expertise demands make them less widely applicable.MethodsThe open-source application Medical Imaging XR (MIXR), developed by Medicalholodeck™, was used to visualize computed tomography examinations in augmented reality on mobile devices, including smartphones and tablets. Cases were presented during Radiology lectures. Clinical cases relevant to each lecture topic—thorax, abdomen, gynecology, musculoskeletal system, and emergency medicine—were selected from our local picture archiving system. The cases were demonstrated on mobile devices during a radiological lecture, either in person or via video conference. To evaluate the educational experience, students provided feedback through a structured questionnaire.ResultsMedical students received a demonstration with AR in the lecture and were asked to answer a questionnaire. 47 students replied to the questionnaire. Students rated their experience with MIXR in a positive manner. 36.2% of students considered AR images to be very comprehensible, whereas only 21.3% considered conventional images as very comprehensible. 32 out of 47 considered that AR demonstration contribute to better understanding of the case as whole. 91.8% of students would like to continue using AR in the studies and 80.9% would like to have similar tools available for future interactions with patients.Conclusion/DiscussionIntroduction of AR in radiology lectures is well received by medical students, who would be interested in continuing using AR tools in their studies and future career. Using mobile device-based AR proved viable, contributing to democratization of AR, in a low-cost manner and with no need for extended expertise.

With the rapid growth of Augmented Reality (AR), more research is being conducted to determine how well this technology works in the educational setting. However, a review of the effectiveness of AR in students’ vocabulary learning is scarce despite its importance in sustaining education. Thus, this paper employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method to highlight AR technology's potential as an educational tool. Advanced searching has been used through Scopus and Web of Science (WoS) databases, the main platforms for article sources. Based on the search results, we discovered (n = 20) published articles that associated AR in vocabulary teaching and learning were extracted out of (n = 83) from 2018 to 2023. The results suggested the research objectives, methods and tools, participants, and AR applications. Expert scholars decided to develop three themes, which are (1) the usage of AR in vocabulary teaching and learning, (2) the effect of AR-assisted on student’s learning performance, and (3) issues and obstacles. This study also demonstrated that AR technology might be perceived as a platform for personalized learning, which is one of the affordances of this technology. It might improve learning outcomes, particularly in vocabulary acquisition and learning satisfaction. It might also help with the development of linguistic performance. In conclusion, this systematic study aims to add crucial information to the current knowledge, providing valuable insights for educators, researchers, and policymakers, ultimately paving the way for more targeted and impactful AR-assisted vocabulary learning experiences in diverse educational settings.

This paper outlines the objectives of the working group on developing a model Augmented Reality curriculum for higher education. We motivate the need for the model curriculum by the growing Augmented Reality industry and subsequent demand for trained professionals. While the industry is growing, the educational offers that train the required skills remain limited and fragmented. The working group will address this challenge by surveying the state of the art in Augmented Reality education are reviewing available data on industry requirements. Based on the results, the group will develop a new model Augmented Reality curriculum. The working group will also develop future work recommendations for the design of teaching materials and integration of Augmented Reality in computing curricula.

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.

Augmented reality (AR) is an innovative learning tool that is gaining popularity in educational settings as it has the potential to significantly enhance interactive learning. In addition, AR has been a significant contributor to blended learning because it can be used in addition to conventional learning aids like text, images, video tutorials and the internet. However, there is a lack of research on the application of AR in the context of programmes with technical and practical components particularly with reference to the possibilities it may offer in terms of Architecture, Engineering and Construction (AEC). This paper reports on the first phase of an action research study done in an architecture department in a higher education institution that offers a module on Construction Technology. The learning unit for which AR is particularly explored is Construction Methods, Assembly, and Materials. A qualitative research approach was applied where principles of the Delphi method were used after selecting a group of eight experts who were purposively sampled. The participants were exposed to the AR technology, viewed a simulation, and were encouraged to explore three-dimensional model building for themselves by using the AR tool. Themes that emerged from group discussion were recorded to illustrate the possibilities of the application of AR in the context of the module as well as possible limitations or concerns. Curriculum outcomes were then proposed to enhance an interdisciplinary component, incorporating the AR project outcomes with wider applicability than architecture only. The implications shared should be applicable to skill development in engineering and construction education in learning units that deal with construction methods, assembly and materials.