Table 9 Outcomes, limitations, future plans
From: Revealing the true potential and prospects of augmented reality in education
# | Scope | Outcomes | Limitations | Future plans |
|---|---|---|---|---|
1 | The effects of the use of AR in science laboratories on university students' laboratory skills and attitudes towards laboratories | AR technology improved the students’ laboratory skills and helped them build positive attitudes towards physics laboratories. It reduced the work load of the instructor | – | – |
2 | How AR and simulation game technologies would influence students’ design processes | Beneficial behaviors were observed: students were able to break the tendency toward design fixation, to assess their designs using the AR application and generate additional concepts with better overall performance compared with the students who used paper-based formats | Limited number of choices offered by the application. The two technologies used (AR and simulation game) were not assessed independently. The aesthetics part of the design could not be evaluated automatically | Explore the benefits of the application without the aid of AR for visualization or without the simulation game for assisting users in assessing design concepts. Incorporate an aesthetic component into the design experience. Extend the breadth of the sustainable topics covered. Further developments will target additional user groups to understand how this type of learning approach might be able to engage the general public with sustainability and design concepts to increase interest and awareness of these fields |
3 | The effect of AR and QR Code integration on achievements and views of undergraduate students taking computer course | Achievement level of experimental group was higher | – | – |
4 | Integrating simulation and AR for health care education | It is an inexpensive way to enhance simulation, provide authentic interactions, and potentially assist learning. Could be a prospective method for other disciplines | Low response rate. Τhere was no homogeneity in how the prototypes were examined. The representatives did not have the same level of knowledge. The scenarios implemented were rough and lacked flow, media and design refinement | – |
5 | How AR can help children with ASD to perceive emotions through facial expressions | ARVMS intervention effectively attracted and maintained the attention of children with ASD to nonverbal social cues and helped them better understand the facial expressions and emotions of the storybook characters | Selection biases might have operated among the study participants. The results of the study cannot be generalized to children with ASD who also have an intellectual disability | Experiments with more participants of all ages with ASD should be included |
6 | Facilitate the teaching of geometry to children with special needs to increase their confidence | Improved ability to complete puzzle game tasks when compared to the use of traditional paper-based methods. AR technology could enhance learning motivation and frustration tolerance in children with special needs | – | – |
7 | How the type of content (static or dynamic) affects the student learning perception and performance in AR applications | Better results were obtained using dynamic content. Students believe that learning the concepts is more easily when they use dynamic contents than when they use static ones | – | Development and use of the application to the full course of fundamentals of electronics. Integration of the application with the curriculum and its evaluation during the whole course in order to define the impact of static and dynamic contents |
8 | Evaluation of the effectiveness of the use of an AR application as a teaching and learning tool for instructing kindergarten children in the English alphabet | AR technology should be adopted at pre-school and kindergarten | Human limitation, which is represented by the children being at the first level of kindergarten in the State of Kuwait. Spatial limitation, as the study is confined to a kindergarten located in the Mubarak Al-Kabeer Educational Area in the State of Kuwait. Time limitation, as the study was conducted during the second semester of the 2015–2016 academic year. Technical limitation, as the study used tablets. Literary limitation, as the results of a search for reliable sources during the preparation of this study clearly demonstrated the scarcity of educational studies on this topic in the State of Kuwait as well as in the Gulf Cooperation Council and the Middle East. Lack of studies on the use of AR technology in kindergarten which can be assumed to be one of the vital limitations of this research study | Extra in-depth research studies are required, with larger sample sizes, examining the effects of using other AR apps on academic achievement in other grades such as elementary, middle, and high school. Study the impact of the use of AR on academic achievement in other subject areas |
9 | AR as a multimedia for learning vocabulary and how it enhances word recall | AR may lead to better retention of words and improve student attention and satisfaction | Small sample size and not generalizable results | Experiments with bigger sample size to explore deeper into how students can learn better with AR. Longitudinal studies are necessary to explore the evolution of students’ knowledge and skills over time |
10 | Design, developed and use of a mobile AR application as a teaching tool to assist students and lecturers during teaching | AR proved helpful in understanding complex concepts of computer science that average students have much difficulty in understanding. The application can track and detect both markerless and marker-based images | – | The use of advanced augmentations in the form of 3D models and animations, which are more appealing. Development of location-based AR applications that can be used where students would be encouraged to engage in critical thinking |
11 | Reveal teachers' and children's opinions on Educational Magic Toys (EMT) using AR, to determine children's behavioral patterns and their cognitive attainment, and the relationship between them while playing EMT | EMT can be effectively used in early childhood education. Teachers and children liked EMT activity. Teachers had a high level of positive attitude toward EMT and perceived them as useful. Children like EMT, mostly flashcards, because 3D objects appear on cards. Children interactively played with these toys but not had high cognitive attainment. They prefer mostly pointing, responding, inspecting and turning behaviors while playing with EMT | Limitations due to presenting descriptive findings of behavioral pattern | Use of smart glasses. Development for different sample groups and for different educational fields |
12 | Development of a user-specific internal anatomy model using mirror-like AR | An image-based corrective registration to correct the errors that build up during system steps: motion capture, anatomy transfer, image generation and animation | The combined pipeline is not real-time due to expensive file read and write operations. Cannot correct the errors in orientation of the anatomy regions relative to the bones | Read color maps from memory and build a combined real-time system. Use image-based hybrid solution that use a 3D morphable model to fit to some features in 2D images. Posture reconstruction proposed by the Kinect SDK could be re- placed by more sophisticated approaches. Improvement in the skin registration by reducing the 9DOFs controllers to 6DOFs (3 rotations and 3 scales) |
13 | Use of AR for teaching engineering students of electrical and technological specialties | The AR app allows saving the teacher's time. Students tend to show sympathy and affection for this technology. AR is an economically effective technology. It provides students with more attractive and demonstrative content than paper didactic material | – | – |
14 | Analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers | Pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers | – | – |
15 | Development and evaluation of an AR-based training program for cultural heritage | The m-learning scenario using AR technologies proved more effective and attractive for the participants | The results cannot be generalized. More factors affecting the results should be determined | Use more teaching scenarios in other disciplines. Reproducibility of the results in tertiary education or informal educational context |
16 | Whether learning structural anatomy utilizing VR or AR is as effective as tablet-based applications, and whether these modes allowed enhanced student learning, engagement and performance | Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement | Limited number of participants. Sample demographics may also have played a role in the study outcome | Greater number of participants from a wider cohort of students. More advanced anatomical concepts and features to be implemented. Identify the optimal time-frame of lessons within VR and AR |
17 | Develop an interactive AR mobile application to support geocaching activities in outdoor environments, thus creating situated learning opportunities | This is a work-in-progress report of the EduPARK project’s options regarding the AR content and triggers, and points out some future directions | Technical issues related to the markers’ recognition. Preliminary empirical data have been collected | Develop markerless tracking for the application in the selected urban park. Freely offer to the public the final app. Use additional animated AR contents. Further evaluation. Enrich the app with more student activities |
18 | A new pedagogy for teaching structural analysis that incorporates mobile AR and interactive 3D visualization technology | The utilized AR design concepts have potential to contribute to students’ learning by providing interactive and 3D visualization features, which support constructive engagement and retention of information in students. Application design was not well suited for all students (too complex). No good design, since the visualization features may have overwhelmed the students. Incorporating all AR design concepts and their respective features into one AR application design might be misleading | Only one example problem was tested. No statistically meaningful significance was found | The interaction interface along with instant feedback features of the application will be redesigned by splitting all interactions in an AR navigation mode and an AR interaction mode. Develop instructions on how to use the AR application. More examples will be integrated covering structural analysis. Integrate a feedback system in the app |
19 | Teach and learn biochemistry. Students to visualize the 3D molecular structure of substrates and products in order to learn metabolic pathways | Students developed skills that empower them to understand biochemical concepts. The tool provides a more objective way of evaluating the students | – | – |
20 | Examine the use of AR-based learning materials to high school students in the process of Chinese writing | AR techniques helped the intermediate-level students the most in their writing performance of content control, article structure and wording. The AR system supported the low-achievers to start writing the first paragraph more quickly, and enriched their ideas | Small number of students participated in each group and the period of time spent conducting the experiment was limited. No generalizable results | Investigate the AR-supported writing system for various writing topics. Explore how the AR system can support intermediate-level learners in their writing. Integrate an optional button on the AR screen to help learners decide the presentation mode of the AR information during the writing activity. A bigger sample of participants to be included in the study |
21 | Develop a learning application that supports STEM education based on guided discovery learning to assist the students through questions based on exposure to various evidence via AR | The students improved their marks in tests conducted at the end of the application usage. AR helps to encourage positive learning and enhance the student’s motivation towards gaining knowledge | – | – |
22 | To teach nursing students how to correctly place the nasogastric tube | The AR module was better received compared with the control group with regard to realism, identifying landmarks, visualization of internal organs, ease of use, usefulness, and promoting learning and understanding | Small study conducted in one school with students who had some prior exposure to this skill | More studies are required to determine the effectiveness of this application in users who have not received any training or in other settings |
23 | A co-design approach involving primary school children in the design and evaluation of an AR textbook for collaborative learning experience | Key design features that can be implemented in school textbooks for a collaborative AR experience. Children are natural partners for co-design. Difficult to manage the time and efforts in each session. It is a more costly process that the traditional methods since it requires toolkits and prototypes. The qualitative data is messy | Research is specific to similar communities that share the same geographical location and ideological background | – |
24 | Development of an AR-based flipped learning mode for physics course | The students’ learning achievements, learning motivation, critical thinking tendency, and group self-efficacy were significantly improved | There was no content for practice in the system. The time for the experiment was too short. Recognition failure inside the classroom because image-based AR was affected by lights and angles. Collaboration which is a factor that might affect students' learning outcomes in project-based learning, was not taken into account in the present study | Apply the approach to other course content by taking more factors (e.g., collaboration and personal features) into account |
25 | Development of an interactive teaching system that uses mobile AR to improve the learning efficiency of a mechanical drawing course | The AR class was significantly superior with regard to the degree of students’ proficiency in the course’s key, difficult content areas, their spatial imagination capability, and their interest in learning and study after class | Great developmental difficulties and high costs. Evaluating the teaching effect of this approach was limited by time, manpower, material resources and money. Short evaluation phase and small sample size, which led to the lack of a comprehensive detailed data analysis | Build a relatively stable AR teaching system development group, exploring industrialized models, demonstrations and applications, and improve the teaching effect evaluation mechanism |
26 | Improve the level of understanding of the usage of vowels and numbers for children in a nursery school using mobile AR techniques | Increased level of academic performance of vowel usage and the use of numbers | – | – |
27 | Create an AR application to facilitate learning of the letters of Hindi Varnamala and its corresponding hand gesture movements for sign language | Substantial improvement in sign language learning of the deaf-mute students | Usability hindrances | Use a full body human avatar and zoom in slowly on the hand to give the children a better perspective of the hand gestures |
28 | Develop an AR-based application to improve communication and collaboration skills and to ease the learning of biology and geography | Four applications were developed for eLearning (two focused on collaborative work of students and two on biology and geography). They were found attractive for the students. They could retain new information more easily, and tests designed as games contributed to reduce their stress | – | Introduction in all four applications of a component based on Alexa from Amazon to evaluate students that uses the AR applications. This component will use voice recognition to take answers from students and will automatically evaluate them |
29 | Development of a human anatomy learning system based on mobile AR | It helps students learn human anatomy more easily. It creates the desire of students to use this application higher as a complementary tool for learning and understanding human anatomy | – | Better guidance for beginner users, add visualization materials with more choices featured in multimedia platforms by using sound or video, easy-to-understand material annotation improvements with easier-to- understand language usage and user interface |
30 | Develop an AR application for learning human anatomy | AR helped students to understand easier the concepts of human anatomy and the whole experience was found more interesting. AR technology can be used as an alternative method for human body anatomy learning. The anatomical explanation and anatomical position of the human body added insight | – | Interaction and menu selection to be done without markers. Develop for more human anatomical systems and use animations. More detailed 3D texture graphics that can be retrieved from the scanned object. Apply the technology and proposed solution to other subjects |
31 | Development of an integrated system which combines the use of smart devices, a physical cube, AR, a smart TV, and a software application designed to stimulate cognitive and social functions in pre-school children | A positive impact of the activity at both the cognitive and the social level was observed. It was found easy to understand, elicits high levels of participation and social interaction, favors strategic behaviors, and can be used by the children with limited need of instruction and support by the adult | – | Testing the impact of the app on children with neurodevelopmental disorders, especially those involving deficits of executive functions, problem-solving skills and social abilities and communication skills or pragmatic competence such as children with ASD, pre-term born children, or other vulnerable populations, including children from immigrant families, ethnic minorities, or low SES contexts |
32 | Use AR equipment for transthoracic and transesophageal echocardiography training | Allowed learners to practice image acquisition with AR with an understanding of the rationale for probe motions and manipulations. The mixed reality used helped trainees appreciate the specific views from the instructor’s perspective | Limitations of the technology. The VR Hololens is expensive and compatible with the Vimedix simulator only. The headset is heavy, and prolonged use is associated with neck muscle fatigue. The headset has a limited battery life. The technology of VR/AR is not widely available on all simulators and is expensive to acquire and maintain. The remote applications (teaching and monitoring) are available within the limited range of the Wi-Fi network. There is a limited field of view from the headset | Immersive reality haptic techniques can be used to improve manual dexterity. Can be used to remotely teach multiple locations with a single instructor or remotely monitor multiple trainees’ performance during a procedure |
33 | Present the VEDILS Framework, a development method and tool which enables teachers to design and deploy learning activities using AR | The framework and authoring tool was found suitable for supporting users without programming skills in developing their own apps. Block-based programming languages can help teachers to overcome their lack of programming skills. A high level of acceptance from lecturers and students | - | Support new technologies in the authoring tool. Integrate gesture recognition and brain activity detection with devices such as Leap Motion and EMOTIV Epoc + |
34 | Use AR in product design for engineering students | It has improved the designers’ insight on the final product thus increasing error detection in the early stages of design and the confidence of the participants in their design | – | Creation of one platform in which multiple users may connect at the same time, each one equipped with a different headset or even by using other devices that support AR. Evaluation of the product design at the same time using a collaborative design platform. Integration of VR and holographic displays will be investigated |
35 | The concept development process for an interactive AR application that compensates for attending Orientation Week at a higher education institution | First time and experienced users were able to use the application. The existing functions found useful | – | Use Unity to redesign the application, improve functions for better performance and user experience enhancement. Refine the features, the user interface design and the architecture design and implementation |
36 | Comprehension and learning permanency and examine 5th grade students' attitudes towards AR applications | A high level of reading comprehension and learning permanency was reported. The students reported low anxiety levels. AR applications can be used effectively as educational aids for reading-related courses | The use of interactive boards only for reading experiences supported by AR technology with 5th grade students. Some technical problems were experienced (sound, light, internet connection speed and hardware properties of the interactive boards). The socio-economic characteristics of the students can also be regarded as a limitation of the research. The demographic characteristics of the students were not analyzed in this study | The effect of the use of AR materials on different school grade levels. Should be extended to cover writing, listening, speaking skills and grammar topics. Use smartphones, AR glasses and tablets |
37 | Design three applications for the subjects of Educational Technology, Anatomy and Art to assess it in terms of the motivation and academic performance improvement | AR constitutes a useful means to facilitate learning and knowledge acquisition. The Keller’s IMMS diagnostic instrument appears to be a good predictor to explain the motivation, attention, confidence, relevance and satisfaction raised by the interaction with AR objects | Not generalizable results. Short duration of experiments | Bigger sample. Replicate the study with other groups of students and with students from other universities. Longitudinal study is required in order to verify the extent to which the findings remain constant |
38 | Evaluation of an AR-based motion graphing application for physics classes | The application was found useful in teaching physics, specifically motion graphs | – | Perform evaluation with experts. Changes to be performed in user interface (e.g. pausing the camera after gathering data) and data smoothening (changing the sampling frequency), maximizing the screen area for a graph to enhance closer inspection and juxtaposing all graphs in one view |
39 | The effects of Problem Based Learning assisted with AR on learning achievement and attitude towards physics subjects | Integrating AR into PBL activities both increased students' learning achievement and promoted their positive attitudes towards physics subjects. Students' long-term retention of the concepts was found. AR has a positive impact on cognitive and emotional improvement in science education. Researchers have to think of the health consequences of using AR in early-age students | The learning content was designed for only the seventh graders and learning contents of “force and energy” unit as physics subjects. No generalizable results. The study focused only on students' achievement and attitude in physics and not their cognitive and emotional features. AR applications designed as marker based, can be affected technically by light or dark to recognize the marker. It can be difficult to use FenAR with students with impairments or tactile disorders | Project-based, inquiry-based or other learning approaches can be integrated with AR technology and a comparative experimental study should be carried out to determine which approach is more effective on learning when combined with AR. Design a comprehensive theoretical model on the integration of PBL with AR |
40 | Use of AR for learning anatomy combined with a novel convolutional neural network for gesture recognition, which recognizes the human's gestures as a certain instruction | Neural networks can be combined with AR for medical learning and education systems. More accurate approach with more potential for adding new gestures | Shaking the hand and rapid movement was a weak point of this method | Improve the method and remove any interfere in preprocessing methods |
41 | Use of an ARToolKit-based Interactive Writing Board for designing confusion-free marker libraries. The board was used for teaching single characters of Arabic/Urdu to primary level students | The system improves students’ motivation and learning skills. IWB improved student interest and was relatively easy to use | The board uses a single camera, therefore it is applicable to small groups only (≤ 6 students). We grouped the distinct characters in one class which contradicts the actual teaching methodologies where similar characters are placed together. The current system is only used for teaching single characters in their isolated forms | Use the concept of layered markers for concatenation of the characters for Urdu, Arabic, and Pashtu characters. Use layered markers for interaction with different 3D objects on the board |
42 | Investigate how useful AR is in the school environment | AR can increase students’ motivation and enthusiasm while enhancing teaching and learning | Not generalizable results. The study does not collect information from all the variables involved within the theoretical models considered. Lack of a comparison group or a focus group | A more rigorous controlled assessment of the learning. Supplement this investigation by studying the interaction of the presage, process, and product variables within the 3P model to see how they affect perceived acceptability and academic performance |
43 | Integrate AR into educational in-class activities aiming to enhance existing tools that target behavioral changes towards energy efficiency in schools | Good lighting is required for the system to function properly | Handle issues of misinterpretation of the surfaces due to lighting or other problems. Evaluate the system inside the classroom during actual educational activities | |
44 | Analyze the impact that the integration of ubiquitous game approaches with AR has on learning in primary education | The proposed solution improved academic achievement and competence in information search and analysis, contributed to an increase in the level of fun and the potential for collaboration between students, and improved academic performance | - | - |
45 | Using AR in teaching old Turkish language mementoes | It appeared to motivate students and improve their academic performance | The subjectivity of the results due to the used questionnaires and data collection tools. Another limitation exists due to the used target groups (culture, language, etc.) | - |
46 | Software development process for an AR program that teaches the medical procedure known as the Lumbar Puncture | The software required excessive hand actions to achieve the desired goal. The app added physical and cognitive load to the users and distracted them from performing the Lumbar Puncture procedure. Metavision's headset was found suitable for medical education purposes | The original Cassette Player paradigm was inefficient and not suitable for further development of the system | Bigger sample and extended testing with medical students |
47 | AR application to support mild and moderate Intellectually disabled children in early childhood special education | Such applications can improve their children’s attention and interest to the class session. The application helped the teachers to transfer the knowledge more easily. Early findings that such applications can improve the academic and behavioral characteristics of the children | - | - |
48 | Use of AR in mechanical design pedagogy in higher education | There was strong interest in the use of AR by the students. A visual overload can lead to a cognitive overload. The playful aspect of the application could harm learning since students play with the system without grasping the necessary information for the exercise. AR helped students to extract relevant information about the complexity of a system in a much easier way | To achieve a display on reality without having the feeling of superimposition assumes that the reality part is well hidden. The visual field is limited with the Hololens. The head moves more than the eyes. With the tablet the exploration of the mechanism is less absorbing than with the superimposition of information in front of the eyes. It has not been assessed the absence of uncomfortable situations nor the satisfaction of the users | Assess the usability of the AR system in an engineering educational context, in order to conclude if this modality allow to reach the educational goals with efficiency. Development of new scenarios on an automobile gearbox, and on a turbofan plane engine |
49 | Data-driven AR experiments for electricity and magnetism lab courses | Improved technical understanding, | - | A follow-up study to examine whether the AR application has influence on knowledge networking and the resulting knowledge structure of the learners |
50 | Evaluate the learning performance and the learning effectiveness and efficiency of AR videos as a teaching tool for threading tasks in a sewing workshop | Teaching with the use of AR videos help students gain a conceptual understanding, while facilitating a better understanding of complex issues, such as 3D processes. AR videos resulted in satisfaction with the learning experience and higher learning efficiency, especially for process learning-related activities. AR videos encouraged high levels of interactivity between students and the learning materials | The research findings relied heavily on the design of the used handouts and AR videos. Small sample size. Other limitations can be considered the absence of subtitles, and that there was no possibility to reduce the speed of the video | Future studies could consider a longer time span or extend their focus across subjects. Add subtitles and integrate a feature to be able the user to reduce the speed of the video |
51 | Develop an AR application with speech input to improve the pronunciation of preschool children in English | The application helped the non-native English-speaking children to improve their pronunciation in English and was found attractive | Unstable internet connection affects the quality of the service. The application needs a quiet workspace. Lighting affected the proper operation | The speech recognition should be built-in with the application to avoid interruption due to the network coverage. The marker should be replaced with the more features extraction. Invoke a conversational storytelling agent |
52 | Develop a mobile application with AR to help teaching stories of the Qu'ran in fourth grade students of elementary schools | Early finding. It seems able to assist the teachers as an educational tool in teaching at elementary schools in Saudi Arabia | The appropriateness of this application as an education application is not yet discovered | Develop it for more subjects in elementary schools to motivate the students in their learning process |
53 | A tablet-based AR application to support university students learning from hands-on experiments in physics education | Slightly higher learning gains in conceptual knowledge were detectable for the AR-supported lab work | More research is required to replicate these findings in different learning settings and other instructional domains | Use smart glasses instead of tablet. Test the application in real school settings to establish whether the system is easy to apply and manage by teachers and whether it can be successfully adapted to the demands of classroom learning, such as collaborative learning contexts. Implement eye tracking to investigate how AR affects attentional processes during learning |
54 | An interactive educational AR application to help study the tajweed of Qur'an which employees the FAST corner detection algorithm | FAST corner detection algorithm is fast enough in detecting the tajweed Qur’an. AR technology can help in learning Tajweed of Qu'ran. Lack in detecting tajweed objects simultaneously on one page of the Qur'an | Image detection problems due to Qu'ran image data and image resolution. Cannot recognize adjacent Tajweed or requires a longer detection process | - |
55 | Use of AR technology for children with and without special educational needs, to improve their academic achievement in chemistry lessons | Significant immediate academic achievement and content retention was observed. AR positively affects the academic achievement of students both with and without special educational needs. AR improved secondary school students’ level of motivation in chemistry | Small number of participants. Time was limited to implement the intervention | Incorporation of embodied content for students with special educational needs. Incorporate AR at other educational levels. Replicate the study with other contents and subjects. Assess the long-term effects of using AR to reinforce academic achievement in students with special educational needs |
56 | Development of a mobile application, Smart Learning Companion (SLAC), for physical books that provide a virtual content for a book in order to improve the learning experience | SLAC was more effective and users enjoyed the learning experience. The use of native language reduced the learning time and users were more comfortable using the SLAC | - | Extend SLAC platform such that teachers and parents can also interact and provide feedback |
57 | Explore whether AR learning experiences (ManatarayAR) can support learning in statistics education | It was particularly advantageous for students without prior knowledge of statistical reasoning. There was no discernible difference in learning gains due to collaboration using AR | The learning objectives for the level of students in this study missed the mark. The participants were not prescreened prior to participating in the study and it is difficult to determine if they were over- or underprepared for the content. Cannot conclude if the learning activity was sufficient to produce long- term learning gains | Further investigation is necessary to adequately address the relationship between learning gains, embodiment, and collaboration |
58 | Teaching young children who are non-native English speakers about English terms for basic colors, 3D shapes, and spatial relationships | It enhances the engagement in learning and increases knowledge gain. The combination of AR and speech recognition technology can improve cognitive function. It has a significant effect mainly on the knowledge gain of 3-dimensional shapes and spatial relationships. Without the augmented visual feedback, the engagement decreases. Enjoyment was higher when using AR. More research is needed to discover the potential of AR for young children's activities, especially in the ways that it can be used for language learning | The results cannot be generalized due to small sample size. The noise level in the classroom might affect the speech recognition effectiveness | A setup without using a Kinect sensor. Markerless AR tracking, such as using the Vuforia library could be considered for future work. Implement the TeachAR system in head-mounted display-based AR, as the one of Microsoft HoloLense |
59 | Develop an AR mobile app to enhance the pedagogical approach in teaching history | A form of instructional media material was developed for teaching history. AR found usable and acceptable | - | - |
60 | Develop a mobile AR-based geometry learning application for teaching 3-D geometry in high school students | A mobile based geometry application was designed | No evaluation was conducted | - |
61 | The use of AR as a means of understanding in the teaching of electromagnetism | AR applications help in increasing students’ educational accomplishment in the learning procedure compared with the use of traditional learning methods | - | - |
62 | Νeuroanatomy learning using AR applications | AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures | Limited number of participants. The internal validity and reliability of the two used tests was found to be questionable. Another limitation was the limited time of the experiment. Another limitation of this study concerns the qualitative assessment (long time between the experiment and the focus group interview). The subgroup that took part in the qualitative assessment was a non-representative section of the total group of students who participated in the experiment is another limitation. Another limitation is the inclusion of cross-sectional imaging in the control group and testing on cross-sectional anatomy | Include a larger sample size |
63 | An AR application to practice the basic principles of geometry in students | AR-based learning environments can be more effective compared with web-based learning environments for students coming from public schools. Participants who used the AR-based application were more motivated towards the learning activity | Limited sample size. Only short-term retention of basic principles of Geometry was tested. The novelty effect could be to some degree responsible for the results shown. Data collected were self-reported. Instructors may have used different methods for teaching the basics of geometry at the beginning | A larger, multi-centric study must be designed and carried out in order to draw more robust conclusions |
64 | Development of an AR tool for chemistry education | AR applications attract more students in the class, supporting traditional teaching methods. The visual level is very important in learning, since students are retaining more easily new information. Tests based on AR can reduce students’ stress. This application improves the interaction between students and professors | - | Add voice recognition to take answers from the students |
65 | An interactive tool to explore the benefits of Optical See-Through Augmented Reality (OST-AR) interfaces for training needle insertion for central venous catheterization (CVC) and explore if it complements conventional training practices | PINATA can complement the conventional training system, especially due to the visibility of the vessels inside the simulator. It reduces the dependence of the instructor without affecting the quality of training | Predictive validity was not assessed in this work since it requires a randomized controlled trial comparing performance performing the procedure in real patients. The tracking system is affected by external factors including light conditions. HMD causes some discomfort and has a limited FOV | Other applications for this type of tool to be explored, like a collaborative setup for training using handheld devices. A future extension consists of an ablation study to verify the influence of the proposed geometric information (e.g., conical placeholder) and how these graphical components influence the user’s experience, performance and satisfaction |
66 | The use of AR in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method | AR is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content. AR promoted an improvement in motivation, academic performance or receptivity towards the area of knowledge among the students | Limited sample which caused a low level of effect obtained by the comparative results between the control and experimental groups | Need for experts to continue contributing empirical experiences in which the effectiveness of different emerging resources, such as AR in the area of physical education as well as in the rest of the areas of knowledge, can be verified |
67 | Application of AR technology (Geo +) as support tool in primary school to learn solid geometry | Geo + is effective in terms of student learning gain. AR improved concentration on the task | A ceiling effect was observed in investigating the learning effect which means that a different instrument to assess the pupils’ learning before and after the use of the AR application should be used | More multimedia contents to be added to show more didactic concept concerning the solid figures, and some questions in order to self-assess the knowledge. A between-subject design study comparing a traditional lesson and the innovative Geo + , in order to verify if and how much Geo + can substitute the work of teachers and to generalize the discovered findings |
68 | A mobile AR-based application (Photomath) on the achievement and attitude of learning algebraic equations for lower secondary school students in Malaysia | Photomath significantly enhances the learning of algebraic equations among students. However, the participants’ belief and readiness towards Photomath are still at a moderate level | - | - |
69 | AR Gamification application as a learning media (AR EduGame) for Indonesian culture | The application improved students' learning outcomes | - | - |
70 | Effects of AR on learning & cognitive load in a university physics laboratory setting | AR did not show a learning gain, but the participants reported a significant lower extraneous cognitive load than the traditional condition. Novelty effects may have affected the results. Long-term learning effects may have been excluded | A complete randomization could not be achieved, and the sample was unbalanced regarding the pretest scores | More topics and study cases from university STEM education should be investigated. Complement the conceptual knowledge test with a traditional retention and transfer test to achieve a higher sensitivity for small differences in learning gains. Mobile eye tracking could be added to investigate learners’ interaction in more detail |
71 | Comparison of traditional & AR game-based method on English vocabulary learning for foreign learners | Participants enjoyed the use of learning materials enriched by AR. AR learning environment was found highly motivating and enjoyable. AR-based learning material was found useful and beneficial for language skills | - | - |
72 | Development of an AR mobile application to enhance Chinese language vocabulary learning to Chinese students | Students’ achievement was higher when using the AR application. The application helped students to pay more attention in the learning process and understand clearly | – | - |
73 | Immersive VR and image-based mobile AR were used to simulate the operation of microscopes in a biology lab course for K-12 students | The system was useful for helping K-12 students to recognize a microscope's structure and grasp the required operational skills. For the senior students, the effects of AR-assisted learning were not significant | - | Enrich the function of experiments based on VR and AR. Improve the user interface to make it easier. Measurement of the long-term learning effects |