A Systematic Literature Review on Types of Augmented Reality (AR) Technologies and Learning Strategies for Problem-Solving
Abstract
Augmented reality (AR) technology has gained popularity among educators over the past decade in line with the development of Industrial Revolution 4.0 and the 21st century learning concept. Previous studies have provided evidence that students’ engagement in AR, in general, facilitates the development of problem-solving skills required in the field of education. However, there has been a lack of systematic research on the correlation between AR technologies and learning strategies, as well as the problem-solving methods utilized. Therefore, this study aimed to examine types of AR technologies utilized and their integration with learning strategies and problem-solving methods employed in education. The methodology of this study involved employing the preferred reporting items for systematic reviews and meta?analyses (PRISMA) approach, based on references from reputable online databases, namely Web of Science, Scopus, and ScienceDirect. The study analyzed publications from 2018 to 2023, with a total of 14 selected articles (N = 14). The findings show that the most popular type of AR technology was marker-based AR. In addition, the most dominant learning strategy was problem-based learning (PBL), with the specific problem-solving approach being the computational thinking approach. In conclusion, these findings will provide guidance regarding the types of AR technologies that have been integrated with learning strategies and problem-solving methods. By identifying the limitations of the analyzed AR technologies and learning strategies, new research opportunities can emerge, focusing on integrating emerging AR technologies with problem-solving methods that may be more effective in the learning process.
https://doi.org/10.26803/ijlter.23.5.4
Keywords
Full Text:
PDFReferences
Akçay?r, M., & Akçay?r, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 computational thinking curriculum framework: Implications for teacher knowledge. Educational Technology & Society, 19(3) 47–57. http://www.jstor.org/stable/jeductechsoci.19.3.47
Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and virtual environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355
Balcita, R. E., & Palaoag, T. D. (2020). Augmented reality model framework for maritime education to alleviate the factors affecting learning experience. International Journal of Information and Education Technology, 10(8), 603–607. https://doi.org/10.18178/ijiet.2020.10.8.1431
Bransford, J. D., & Stein, B. S. (1993). The ideal problem solver (2nd ed.). W H Freeman and Company. https://digitalcommons.georgiasouthern.edu/ct2-library/46/
Bruun, F. (2013). Elementary teachers’ perspectives of mathematics problem solving strategies. The Mathematics Educator, 23(1), 45–59. http://files.eric.ed.gov/fulltext/EJ1020068.pdf
Buchner, J. (2022). Generative learning strategies do not diminish primary students’ attitudes towards augmented reality. Education and Information Technologies, 27(1), 701–717. https://doi.org/10.1007/s10639-021-10445-y
Cai, S., Niu, X., Wen, Y., & Li, J. (2021). Interaction analysis of teachers and students in inquiry class learning based on augmented reality by iFIAS and LSA. Interactive Learning Environments, 31(9), 5551–5567. https://doi.org/10.1080/10494820.2021.2012808
Chang, S. C., & Hwang, G. J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers and Education, 125, 226–239. https://doi.org/10.1016/j.compedu.2018.06.007
Chen, S. Y., & Liu, S. Y. (2020). Using augmented reality to experiment with elements in a chemistry course. Computers in Human Behavior, 111, 106418. https://doi.org/10.1016/j.chb.2020.106418
Childs, E., Mohammad, F., Stevens, L., Burbelo, H., Awoke, A., Nicholas, R., & Manocha, D. (2023). An overview of enhancing distance learning through emerging augmented and virtual reality technologies. IEEE Transactions on Visualization and Computer Graphics. https://doi.org/10.1109/TVCG.2023.3264577
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education (2017th ed.). MacMillan.
Echeverría, L., Cobos, R., Morales, M., Moreno, F., & Negrete, V. (2019). Promoting computational thinking skills in primary school students to improve learning of geometry [Conference session]. 2019 IEEE Global Engineering Education Conference (EDUCON), 8–11 April 2019, Dubai, United Arab Emirates. IEEE. https://doi.org/10.1109/EDUCON.2019.8725088
Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers and Education, 142, 103635. https://doi.org/10.1016/j.compedu.2019.103635
Fuys, D., Geddes, D., & Tischler, R. (1988). The Van Hiele model of thinking in geometry among adolescents. Journal for Research in Mathematics Education. Monograph, 3, i?196. https://doi.org/10.2307/749957
Gagné, R. M. (1985). The conditions of learning and theory of instruction. Holt, Rinehart and Winston.
Goldstein, F. C., & Levin, H. S. (1987). Disorders of reasoning and problem-solving ability. In M. J. Meier, A. L. Benton, & L. Diller (Eds.), Neuropsychological rehabilitation (pp. 327–354). https://psycnet.apa.org/record/1987-97860-016
Gu, C., Chen, J., Yang, C., Wei, W., Jiang, Q., Jiang, L., Wu, Q., Lin, S. Y., & Yang, Y. (2022). Effects of AR picture books on German teaching in universities. Journal of Intelligence, 10(1), 13. https://doi.org/10.3390/jintelligence10010013
Guntur, M. I. S., & Setyaningrum, W. (2021). The effectiveness of augmented reality in learning vector to improve students’ spatial and problem-solving skills. International Journal of Interactive Mobile Technologies, 15(5), 159–173. https://doi.org/10.3991/ijim.v15i05.19037
Gurat, M. G. (2018). Mathematical problem-solving strategies among student teachers. Journal on Efficiency and Responsibility in Education and Science, 11(3), 53–64. https://doi.org/10.7160/eriesj.2018.110302
Hanid, M. F. A., Mohamad Said, M. N. H., Yahaya, N., & Abdullah, Z. (2022). Effects of augmented reality application integration with computational thinking in geometry topics. Education and Information Technologies, 27(7), 9485–9521. https://doi.org/10.1007/s10639-022-10994-w
Harangus, K., & Kátai, Z. (2020). Computational thinking in secondary and higher education. Procedia Manufacturing, 46, 615–622. https://doi.org/10.1016/j.promfg.2020.03.088
Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers and Education, 126(July), 296–310. https://doi.org/10.1016/j.compedu.2018.07.004
Lim, K. Y. T., & Lim, R. (2020). Semiotics, memory and augmented reality: History education with learner-generated augmentation. British Journal of Educational Technology, 51(3), 673–691. https://doi.org/10.1111/bjet.12904
López-Faican, L., & Jaen, J. (2020). EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers and Education, 149, 103814. https://doi.org/10.1016/j.compedu.2020.103814
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. Annals of Internal Medicine, 151(4), 264–269. www.annals.org
Muelas, A., & Navarro, E. (2015). Learning strategies and academic achievement. Procedia – Social and Behavioral Sciences, 165, 217–221. https://doi.org/10.1016/j.sbspro.2014.12.625
Nasir, M. A., Talib, R., Latif, A. A., Hanid, M. F. A., & Harmeni, H. A. (2023). STEM productive learning of lower secondary school in Southern Zone, Malaysia. International Journal of Learning, Teaching and Educational Research, 22(2), 281–301. https://doi.org/10.26803/ijlter.22.2.16
Ou Yang, F. C., Lai, H. M., & Wang, Y. W. (2023). Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement. Computers and Education, 195, 104721. https://doi.org/10.1016/j.compedu.2022.104721
Pei, C. (Yu), Weintrop, D., & Wilensky, U. (2018). Cultivating computational thinking practices and mathematical habits of mind in Lattice Land. Mathematical Thinking and Learning, 20(1), 75–89. https://doi.org/10.1080/10986065.2018.1403543
Permata, L. D., Kusmayadi, T. A., & Fitriana, L. (2018). Mathematical problem solving skills analysis about word problems of linear program using IDEAL problem solver. Journal of Physics: Conference Series, 1108(1), 012025. https://doi.org/10.1088/1742-6596/1108/1/012025
Phakamach, P., Senarith, P., & Wachirawongpaisarn, S. (2022). The metaverse in education: The future of immersive teaching & learning. RICE Journal of Creative Entrepreneurship and Management, 3(2), 75–88. https://www.ricejournal.net/index.php/rice/issue/view/RJCM.2023V4N1
Polya, G. (1957). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
Pombo, L., & Marques, M. M. (2019). Improving students’ learning with a mobile augmented reality approach: The EduPARK game. Interactive Technology and Smart Education, 16(4), 392–406. https://doi.org/10.1108/ITSE-06-2019-0032
Prayogi, S., Yuanita, L., & Wasis, L. (2018). Critical inquiry based learning: A model of learning to promote critical thinking among prospective teachers of physic. Journal of Turkish Science Education, 15(1), 43–56. https://doi.org/10.12973/tused.10220a
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Román-González, M., Moreno-León, J., & Robles, G. (2019). Combining assessment tools for a comprehensive evaluation of computational thinking interventions. In S. C. Kong, & H. Abelson (Eds.), Computational thinking education (pp. 79–98). https://doi.org/10.1007/978-981-13-6528-7_6
Rozali, N. A., & Abd Halim, N. D. (2020). Kesan pembelajaran berasaskan inkuiri dengan integrasi video terhadap pencapaian pelajar dalam pembelajaran matematik [Effect of inquiry based learning with video integration towards students’ achievement in learning mathematics]. Innovative Teaching and Learning Journal, 3(2), 42–60. https://itlj.utm.my/index.php/itlj/article/view/38
Ruiz-Ariza, A., Casuso, R. A., Suarez-Manzano, S., & Martínez-López, E. J. (2018). Effect of augmented reality game Pokémon GO on cognitive performance and emotional intelligence in adolescent young. Computers and Education, 116, 49–63. https://doi.org/10.1016/j.compedu.2017.09.002
Samir, M., Hanie, A., Aboulgheit, A., Hossam, K., Atia, A., & ElMasry, N. (2018). The wanderer: Implementing markerless augmented reality with object position awareness [Workshop session]. 2018 First International Workshop on Deep and Representation Learning (IWDRL), Cairo, Egypt, pp. 31–40. https://doi.org/10.1109/IWDRL.2018.8358212
Sampaio, D., & Almeida, P. (2016). Pedagogical strategies for the integration of augmented reality in ICT teaching and learning processes. Procedia Computer Science, 100, 894?899. https://doi.org/10.1016/j.procs.2016.09.240
Sarkis-Onofre, R., Catalá-López, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA Statement. Systematic Reviews, 10(1), 117. https://doi.org/10.1186/s13643-021-01671-z
Sun, J. C. Y., Ye, S. L., Yu, S. J., & Chiu, T. K. F. (2023). Effects of wearable hybrid AR/VR learning material on high school students’ situational interest, engagement, and learning performance: The case of a physics laboratory learning environment. Journal of Science Education and Technology, 32(1), 1–12. https://doi.org/10.1007/s10956-022-10001-4
Sung, W., & Black, J. B. (2020). Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing. Journal of Research on Technology in Education, 53(4), 404–426. https://doi.org/10.1080/15391523.2020.1784066
Tan, Y., Xu, W., Li, S., & Chen, K. (2022). Augmented and virtual reality (AR/VR) for education and training in the AEC industry: A systematic review of research and applications. Buildings, 12(10), 1529. https://doi.org/10.3390/buildings12101529
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), 22. https://doi.org/10.1186/s41239-017-0062-1
Wing, J. M. (2006). Computational thinking. In Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Yang, F. Y., & Wang, H. Y. (2023). Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Computers and Education, 193, 104659. https://doi.org/10.1016/j.compedu.2022.104659
Yapatang, L., & Polyiem, T. (2022). Development of the mathematical problem-solving ability using applied cooperative learning and Polya’s problem-solving process for Grade 9 students. Journal of Education and Learning, 11(3), 40. https://doi.org/10.5539/jel.v11n3p40
Yusof, A. S., Ajmain @ Jima’ain, M. T., Ab. Rahim, S. & Abuhassna, H. (2022). Implementation of augmented reality (AR) in Malaysian education system. International Journal of Academic Research in Progressive Education and Development, 11(3), 1207–1216. https://doi.org/10.6007/ijarped/v11-i3/14660
Zakaria, M. I., Hanid, M. F. A., & Hassan, R. (2023). Combination of m-learning with problem based learning: Teaching activities for mathematics teachers. International Journal of Interactive Mobile Technologies, 17(9), 4–19. https://doi.org/10.3991/ijim.v17i09.38663
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493