A Systematic Review of Augmented Reality Game-Based Applications in Primary Education (original) (raw)
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There is a significant body of research relating to augmented reality (AR) uses for learning in the Primary and the Secondary education sectors across the globe. However, there is not such a substantial amount of work exploring the combination of AR with game-based learning (ARGBL). Although ARGBL has the potential to enable new forms of teaching and transform the learning experience, it remains unclear how ARGBL applications can impact students’ motivation, achievements, and learning performance. This study reports a systematic review of the literature on ARGBL approaches in compulsory education considering the advantages, disadvantages, instructional affordances and/or effectiveness of ARGBL across various Primary and Secondary education subjects. In total, 21 studies published between 2012 and 2017 in 11 indexed journals were analysed, with 14 studies focusing on Primary education and 7 on Secondary. The main findings from this review provide the current state of the art research in ARGBL in compulsory education. Trends and the vision towards the future are also discussed, as ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitude towards their learning. This review aims to lay the groundwork for educators, technology developers, and other stakeholders involved in the development of literacy programmes for young children by offering new insights with effective advice and suggestions on how to increase student motivation and improve learning outcomes and the learning experience by incorporating ARGBL into their teaching.
International Journal of Academic Research in Business and Social Sciences
The aim of this study was to explore the use of augmented reality as a teaching and learning tool in primary schools. This study examines the differences in students' performance and motivation to learn between two groups of students, which were taught the same topic, but different styles of teaching were used. A quasi-experimental research design was used for this study. A free Google Apps known as 'Aurasma' were used to create the AR 'aura' of the lesson, which was used in the experiment class. A pre and post-test for both performance test and motivation to learn questionnaire were administered to both classes. The study found that there were significant differences in performance and motivation to learn between the experiment class and control class. This study would benefit many parties as it proves that there is a need for changes in our current way of teaching in schools.
A Systematic Review of Studies on Augmented Reality Based Applications in Primary Education
2022
This research aims to examine the researches based on augmented reality-based applications conducted for primary school students between 2015-2021 and to determine the positive and negative effects of this applications on students. The document analysis method was used in the research. In this context, articles containing AR-based applications prepared for primary school students using the keywords “augmented reality”, “primary education”, “elementary education”, “teachers ‘and parents’ perceptions” were examined in ScienceDirect, ERIC, Sagepub and SpringerLink databases. As a result of the research, 48 articles were determined in accordance with the criteria. As a result of the content analysis, these studies were divided into seven different categories under the augmented reality theme: teacher and parent perceptions, reading and literacy skills, science education, special education, language education, mathematics education, and history/social sciences education. It has been observed that these practices improve students’ motivation, academic achievement and remembering skills, increase their vocabulary, help them develop a positive attitude towards lessons, and improve their spatial thinking and creativity skills. In addition, there are also studies that have negative results stating that it limits the imagination, requires a lot of time for the application, it prevents reading because it is distracting, there is no available amount of free AR-based applications, and there are inadequate professional support to teachers for the use of these applications.
A Systematic Literature Review towards the Research of Game-Based Learning with Augmented Reality
2021
Changes in the lifestyles of human beings keep up with science and technology in tandem with the growth of science and technology. As in all fields, expectations are influenced by the advancement of science and technology for the use of emerging technologies in educational environments. By empowering the physical world with virtual information, Augmented Reality (AR) creates new opportunities for education. The impact of uncertainty and scientific advances in the field of application has modified the definition of “AR Technology” to “AR Environments”. Within the scope of this study, it is aimed to analyze scientific studies on game-based learning and the use of AR in educational activities systematically. In this context, the “education area”, “the level of education of the participant”, “dependent variables”, “data collection tools”, “research methods used”, “type of AR used”, “software used in the development phase of the application”, factors such as “advantages and limitations t...
Systematic review and meta-analysis of augmented reality in educational settings
Virtual Reality, 2019
Augmented reality (AR) is an important technology to enhance learning experiences. Many studies have been conducted to establish the tendencies, affordances and challenges of this technology in educational settings. However, these studies have little analyzed important issues such as the special needs of specific users or the impact of AR on education through the quantitative analysis of the data. This paper presents a literature review that covers 61 studies published between 2012 and 2018 in scientific journals and conference proceedings. As a result, it identifies the status and tendencies in the usage of AR in education, the impact of this technology on learning processes, open questions as well as opportunities and challenges for developers and practitioners. The results indicate that AR has a medium effect on learning effectiveness (d = .64, p < .001). The most reported advantages of AR systems in education are "learning gains" and "motivation." Otherwise, it is also important to mention that only one of the AR systems of the studies includes accessibility features, which represents a setback in terms of social inclusion. Therefore, given the apparent multiple benefits of using AR systems in educational settings, stakeholders have great opportunities to develop new and better systems that benefit all learners. This technology covers a wide range of topics, target groups, academic levels and more. This could be an indicator that AR is achieving maturity and has successfully taken root in educational settings.
Applied Sciences
With the emerging technologies of augmented reality (AR) and virtual reality (VR), the learning process in today’s classroom is much more effective and motivational. Overlaying virtual content into the real world makes learning methods attractive and entertaining for students while performing activities. AR techniques make the learning process easy, and fun as compared to traditional methods. These methods lack focused learning and interactivity between the educational content. To make learning effective, we propose to use handheld marker-based AR technology for primary school students. We developed a set of four applications based on students’ academic course of primary school level for learning purposes of the English alphabet, decimal numbers, animals and birds, and an AR Globe for knowing about different countries around the world. These applications can be played wherever and whenever a user wants without Internet connectivity, subject to the availability of a tablet or mobile ...
An Analysis of the Educational Potential of Augmented Reality Games for Learning
2012
This paper presents a review of practical research papers on augmented reality games for learning. The study evaluates how these games may impact motivation (affective learning outcomes) and knowledge gain (cognitive learning outcomes). For the analysis, we use game design patterns for mobile games and Bloom's taxonomy of educational objectives. Our study results substantiate the generally assumed motivational potential of augmented reality games.
Increasing quality of learning experience using augmented reality educational games
Multimedia Tools and Applications, 2020
Adequate pedagogical approaches for integration of technology in the learning process create new opportunities for improving the quality of teaching and learning experiences, raising students' interest and motivation for the classroom activities at the same time. Game-based learning implemented with different technologies can utilize students' energy and enthusiasm for educational purposes. In order to increase the quality of experience of the learning process, elements of popular games (e.g., mobile games and augmented reality games) should be used in the educational context. This paper proposes methodological guideline that can be used for the integration of games in education. The methodological guideline defines the two steps process of creating educational games starting from students' attitudes and needs, and then incorporates educational outcomes. As a case-study augmented reality educational games platform was designed in order to illustrate the possibilities and benefits of the proposed approach.
Educational Uses of Augmented Reality (AR): Experiences in Educational Science
Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself.
Applied Sciences
This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into considerati...