Identifying the Impact of Using Augmented and Virtual Reality in Educational Contexts

In recent years immersive Virtual Reality (iVR) and Augmented Reality (AR) have grown in popularity and their potential for technology-enhanced learning has been explored by researchers and practitioners. However, a clear picture of the effectiveness of these technologies as teaching tools has not yet been drawn and it is not yet clear what benefits and drawbacks these new technologies bring to the classroom. We present in this work a structured meta-review of the literature on the impact and applications of AR/iVR technologies in educational contexts. The review has been restricted to published articles that investigate applications of AR/iVR technologies in a child, adult, and work-based education that have been published after 2012, the year after which AR/iVR technologies have started to become widely available on the market. This investigation also aims to understand whether AR/iVR-based education is being built towards specific learning objectives. 2,592 potential articles were filtered down through abstract and title review to 123 articles which were categorised as vocational/work-based – adult (54%), academic/university (24%) and child education (23%) This work reports on interim findings of the review covering the ages 5-18 which is the age range of UK compulsory child education. Interim findings suggest AR/iVR is more widespread in vocational education contexts than in academic education, their use in Academia is not yet pervasive, mainly restricted to research investigations rather than being normal practice. The use of AR/iVR technologies in education has a positive impact on engagement, motivation, comprehension, and retention when compared to traditional educational methods.

Immersive Virtual Reality, Augmented Reality, Education, Impact, Children, Learning, Technology

Technologies in Learning

Poster/Exhibit Session

  • Oli Howson
    • Lecturer in Computing, Open University, United Kingdom United Kingdom
    • After over a decade teaching Computer Science to 11-18 year olds I made the jump to Higher Education. I love learning; extending my knowledge, understanding and skills within CS is not just a job but a hobby. I am a fan, advocate and devotee of Virtual Reality and am researcdhing into the use of VR in education. These professional interests are reflected in my personal life, being a VR gamer, progreammer, Sci-Fi fan as well as a keen cyclist and hill walker.
  • Marco Gilardi
    • Lecturer, Computing, Engineering and Physical Sciences, University of the West of Scotland, United Kingdom United Kingdom
    • I have a non conventional background. I started my academic career by studying mathematics in Italy, achieving a BSc and MSc at the University of Cagliari. My later interests moved toward informatics leading me to undertake an MSc and a PhD in Informatics at the University of Sussex. I have been teaching in Higher Education since 2005, starting as a teaching assistant and working my way up to my current position. I am a Fellow of the Higher Education Academy. My past research focused on different topics: my PhD was about dynamic terrain simulations for computer games and secondary research field explored were students engagement, and multimodal experiences communication. My current research interest is around Immersive Technologies (VR, AR, MR) applied in education, training and public interpretative spaces. I am also interested in investigating how software tools for creating content for VR can be developed so that they are more accessible to non-technical users.