Top

Education and Information Technologies

Published in:

06-08-2021

A systematic mapping review of augmented reality applications to support STEM learning in higher education

Authors: Stylianos Mystakidis, Athanasios Christopoulos, Nikolaos Pellas

Published in: Education and Information Technologies | Issue 2/2022

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.

previous article The effect of extended UTAUT model on EFLs’ adaptation to flipped classroom

next article Identification and evaluation of technology trends in K-12 education from 2011 to 2021

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Available only for authorised users

Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research and Development, 24, 40005–40016. https://doi.org/10.1080/0729436052000318541CrossRef

Akçayır, M., & Akçayır, 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.2016.11.002CrossRef

Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342. https://doi.org/10.1016/J.CHB.2015.12.054CrossRef

Akdeniz, C. (2016). Instructional Strategies. Instructional Process and Concepts in Theory and Practice: Improving the Teaching Process (pp. 57–105). Springer.CrossRef

AlNajdi, S. M., Alrashidi, M. Q., & Almohamadi, K. S. (2018). The effectiveness of using augmented reality (AR) on assembling and exploring educational mobile robot in pedagogical virtual machine (PVM). Interactive Learning Environments. https://doi.org/10.1080/10494820.2018.1552873CrossRef

Alvunger, D., Sundberg, D., & Wahlström, N. (2017). Teachers matter – but how? Journal of Curriculum Studies, 49(1), 1–6. https://doi.org/10.1080/00220272.2016.1205140CrossRef

Andujar, J. M., Mejias, A., & Marquez, M. A. (2011). Augmented Reality for the Improvement of Remote Laboratories: An Augmented Remote Laboratory. IEEE Transactions on Education, 54(3), 492–500. https://doi.org/10.1109/TE.2010.2085047CrossRef

Arici, F., Yildirim, P., Caliklar, Ş, & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647. https://doi.org/10.1016/j.compedu.2019.103647CrossRef

Avilés-Cruz, C., & Villegas-Cortez, J. (2019). A smartphone-based augmented reality system for university students for learning digital electronics. Computer Applications in Engineering Education, 27(3), 615–630. https://doi.org/10.1002/cae.22102CrossRef

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

Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149.

Bos, A. S., Herpich, F., Kuhn, I., Guarese, R. L. M., Tarouco, L. M. R., Zaro, M. A., & Wives, L. (2019). Educational Technology and Its Contributions in Students’ Focus and Attention Regarding Augmented Reality Environments and the Use of Sensors. Journal of Educational Computing Research, 57(7), 1832–1848. https://doi.org/10.1177/0735633119854033CrossRef

Bruner, J. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.

Butchart, B. (2011). Augmented reality for smartphones. UKOLN, University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/publications/augmented-reality-for-smartphones

Cabero-Almenara, J., Fernández-Batanero, J. M., & Barroso-Osuna, J. (2019). Adoption of augmented reality technology by university students. Heliyon, 5(5), e01597. https://doi.org/10.1016/j.heliyon.2019.e01597CrossRef

Caprile, M., Palmén, R., Sanz, P., & Dente, G. (2015). Encouraging STEM Studies. labour market situation and comparison of practices targeted at young peolple in different member states. European Parliament. https://doi.org/10.2861/519030

Chen, C.-M., & Tsai, Y.-N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638–652. https://doi.org/10.1016/j.compedu.2012.03.001CrossRef

Cheng, K.-H., & Tsai, C.-C. (2013). Affordances of augmented reality in science learning: suggestions for future research. Journal of Science Education and Technology, 22(4), 449–462. https://doi.org/10.1007/s10956-012-9405-9CrossRef

Christopoulos, A., Conrad, M., & Shukla, M. (2018a). Implementing Learning Models in Virtual Worlds - From Theory to (Virtual) Reality. In Proceedings of the 10th International Conference on Computer Supported Education (pp. 226–234). SCITEPRESS - Science and Technology Publications. https://doi.org/10.5220/0006689302260234

Christopoulos, A., Conrad, M., & Shukla, M. (2018b). Increasing student engagement through virtual interactions: How? Virtual Reality, 22(4), 353–369. https://doi.org/10.1007/s10055-017-0330-3CrossRef

Christopoulos, A., Conrad, M., & Shukla, M. (2018c). Interaction with educational games in hybrid virtual worlds. Journal of Educational Technology Systems, 46(4), 385–413. https://doi.org/10.1177/0047239518757986CrossRef

Chu, H.-C., Chen, J.-M., Hwang, G.-J., & Chen, T.-W. (2019). Effects of formative assessment in an augmented reality approach to conducting ubiquitous learning activities for architecture courses. Universal Access in the Information Society, 18(2), 221–230. https://doi.org/10.1007/s10209-017-0588-yCrossRef

Conrad, M., Hassan, A., Koshy, L., Kanamgotov, A., & Christopoulos, A. (2017). Strategies and Challenges to Facilitate Situated Learning in Virtual Worlds Post-Second Life. Computers in Entertainment, 15(1), 1–9. https://doi.org/10.1145/3010078CrossRef

Diao, P.-H., & Shih, N.-J. (2019). Trends and research issues of augmented reality studies in architectural and civil engineering education—A review of academic journal publications. Applied Sciences, 9(9), 1840. https://doi.org/10.3390/app9091840CrossRef

Enyedy, N., Danish, J. A., Delacruz, G., & Kumar, M. (2012). Learning physics through play in an augmented reality environment. International Journal of Computer-Supported Collaborative Learning, 7(3), 347–378. https://doi.org/10.1007/s11412-012-9150-3CrossRef

Faridi, H., Tuli, N., Mantri, A., Singh, G., & Gargrish, S. (2020). A framework utilizing augmented reality to improve critical thinking ability and learning gain of the students in Physics. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22342

Fonseca, D., Martí, N., Redondo, E., Navarro, I., & Sánchez, A. (2014). Relationship between student profile, tool use, participation, and academic performance with the use of augmented reality technology for visualized architecture models. Computers in Human Behavior, 31, 434–445. https://doi.org/10.1016/j.chb.2013.03.006CrossRef

Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23, 447–459. https://doi.org/10.1007/s10055-019-00379-9CrossRef

Goff, E. E., Mulvey, K. L., Irvin, M. J., & Hartstone-Rose, A. (2018). Applications of Augmented Reality in Informal Science Learning Sites: A Review. Journal of Science Education and Technology, 27(5), 433–447. https://doi.org/10.1007/s10956-018-9734-4CrossRef

Gündüz, G. F. (2016). Instructional Techniques. Instructional process and concepts in theory and practice: improving the teaching process (pp. 147–232). Springer.CrossRef

Guyatt, G., Rennie, D., Meade, M. O., & Cook, D. J. (2008). Users’ Guides to the Medical Literature: A Manual for Evidence-Based Clinical Practice, Second Edition. McGraw-Hill Education.

Habig, S. (2020). Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality. British Journal of Educational Technology, 51(3), 629–644. https://doi.org/10.1111/bjet.12891CrossRef

Herpich, F., Nunes, F. B., Petri, G., & Tarouco, L. M. R. (2019). How mobile augmented reality is applied in education? A systematic literature review. Creative Education, 10(07), 1589–1627. https://doi.org/10.4236/ce.2019.107115CrossRef

Howland, J. L., Jonassen, D. H., & Marra, R. M. (2011). Meaningful Learning with Technology (4th ed.). Pearson.

Huang, J., Ong, S. K., & Nee, A.Y.-C. (2019). An approach for augmented learning of finite element analysis. Computer Applications in Engineering Education, 27(4), 921–933. https://doi.org/10.1002/cae.22125CrossRef

Hwang, G.-J., & Tsai, C.-C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65–E70. https://doi.org/10.1111/j.1467-8535.2011.01183.xCrossRef

Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123. https://doi.org/10.1016/j.compedu.2018.05.002CrossRef

Kaufmann, H., & Schmalstieg, D. (2003). Mathematics and geometry education with collaborative augmented reality. Computers & Graphics, 27(3), 339–345. https://doi.org/10.1016/S0097-8493(03)00028-1CrossRef

Kazanidis, I., & Pellas, N. (2019). Developing and assessing Augmented Reality applications for Mathematics with trainee instructional media designers: An exploratory study on user experience. Journal of Universal Computer Science, 25(5), 489–514.

Ke, F., & Hsu, Y.-C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33–41. https://doi.org/10.1016/j.iheduc.2015.04.003CrossRef

Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students In STEM education. Science Education International, 25(3), 246–258.

Kim, Y. M., Rhiu, I., & Yun, M. H. (2019). A systematic review of a virtual reality system from the perspective of user experience. International Journal of Human-Computer Interaction. https://doi.org/10.1080/10447318.2019.1699746CrossRef

Kitchenham, B. A., Charters, S., Budgen, D., Brereton, P., Turner, M., Linkman, S., Visaggio, G. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering - EBSE Technical Report.

Kitchenham, B. A., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – A systematic literature review. Information and Software Technology, 51(1), 7–15. https://doi.org/10.1016/j.infsof.2008.09.009CrossRef

Klopfer, E. (2008). Augmented Learning: Research and Design of Mobile Educational Games. MIT Press.

Kumar, A., Mantri, A., & Dutta, R. (2021). Development of an augmented reality-based scaffold to improve the learning experience of engineering students in embedded system course. Computer Applications in Engineering Education, 29(1), 244–257. https://doi.org/10.1002/cae.22245CrossRef

Lai, C.-L., & Hwang, G.-J. (2021). Strategies for enhancing self-regulation in e-learning: A review of selected journal publications from 2010 to 2020. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1943455CrossRef

Lee, I.-J. (2019). Using augmented reality to train students to visualize three-dimensional drawings of mortise–tenon joints in furniture carpentry. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1572629CrossRef

Lei, H., Xiangyu, W., Leonhard, B., & D., L. P. E. . (2013). Using animated augmented reality to cognitively guide assembly. Journal of Computing in Civil Engineering, 27(5), 439–451. https://doi.org/10.1061/(ASCE)CP.1943-5487.0000184CrossRef

Limbu, B., Jarodzka, H., Klemke, R., Wild, F., & Specht, M. (2018). From AR to expertise: A user study of an augmented reality training to support expertise development. Journal of Universal Computer Science, 24(2), 108–128.

Lin, P., & Chen, S. (2020). Design and evaluation of a deep learning recommendation based augmented reality system for teaching programming and computational thinking. IEEE Access, 8, 45689–45699. https://doi.org/10.1109/ACCESS.2020.2977679CrossRef

Lin, T.-J., Duh, H.B.-L., Li, N., Wang, H.-Y., & Tsai, C.-C. (2013). An investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314–321. https://doi.org/10.1016/J.COMPEDU.2013.05.011CrossRef

Mahmoudi, M. T., Mojtahedi, S., & Shams, S. (2017). AR-based value-added visualization of infographic for enhancing learning performance. Computer Applications in Engineering Education, 25(6), 1038–1052. https://doi.org/10.1002/cae.21853CrossRef

Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761. https://doi.org/10.1016/J.CHB.2014.11.093CrossRef

Martín-Gutiérrez, J., Luís Saorín, J., Contero, M., Alcañiz, M., Pérez-López, D. C., & Ortega, M. (2010). Design and validation of an augmented book for spatial abilities development in engineering students. Computers & Graphics, 34(1), 77–91. https://doi.org/10.1016/J.CAG.2009.11.003CrossRef

Martín-Gutiérrez, J., & Meneses Fernández, M. (2014). Applying Augmented Reality in Engineering Education to Improve Academic Performance & Student Motivation. International Journal of Engineering Education, 30, 625–635.

Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85–139). Elsevier.

Mejías Borrero, A., & Andújar Márquez, J. M. (2012). A pilot study of the effectiveness of augmented reality to enhance the use of remote labs in electrical engineering education. Journal of Science Education and Technology, 21(5), 540–557. https://doi.org/10.1007/s10956-011-9345-9CrossRef

Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1995). Augmented reality: a class of displays on the reality-virtuality continuum. In H. Das (Ed.), Proceedings of Telemanipulator and Telepresence Technologies. https://doi.org/10.1117/12.197321

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group, T. P. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097

Monroy Reyes, A., Vergara Villegas, O. O., Miranda Bojórquez, E., Cruz Sánchez, V. G., & Nandayapa, M. (2016). A mobile augmented reality system to support machinery operations in scholar environments. Computer Applications in Engineering Education, 24(6), 967–981. https://doi.org/10.1002/cae.21772CrossRef

Moore, A., Daniel, B., Leonard, G., Regenbrecht, H., Rodda, J., Baker, L., & Mills, S. (2020). Comparative usability of an augmented reality sandtable and 3D GIS for education. International Journal of Geographical Information Science, 34(2), 229–250. https://doi.org/10.1080/13658816.2019.1656810CrossRef

Moriyama, J., Satou, M., & King, C. T. (2002). Problem solving abilities produced in Project based technology education. Journal of Technology Studies, 28(2), 154–158.CrossRef

Mystakidis, S. (2021a). Combat Tanking in Education - The TANC model for playful distance learning in social virtual reality. International Journal of Gaming and Computer-Mediated Simulations.

Mystakidis, S. (2021b). Motivation enhancement methods for community building in extended reality. In J. A. Fisher (Ed.), Augmented and Mixed Reality for Communities (pp. 265–282). CRC Press. https://doi.org/10.1201/9781003052838-17

Mystakidis, S., Berki, E., & Valtanen, J.-P. (2019). The patras blended strategy model for deep and meaningful learning in quality life‑long distance education. Electronic Journal of E-Learning, 17(2), 66–78. https://doi.org/10.34190/JEL.17.2.01

Odeh, S., Abushanab, S., & Anabtawi, M. (2015). Augmented reality internet labs versus its traditional and virtual equivalence. International Journal of Emerging Technologies in Learning (IJET), 10(3), 4–9.CrossRef

Odeh, S., Abushanab, S., Anabtawi, M., & Hodrob, R. (2013). A remote engineering lab based on augmented reality for teaching electronics. International Journal of Online Engineering (IJOE), 9(5), 61–67. https://doi.org/10.3991/ijoe.v9iS5.2496CrossRef

Opriş, I., Costinaş, S., Ionescu, C. S., & Gogoaşe Nistoran, D. E. (2018). Step-by-step augmented reality in power engineering education. Computer Applications in Engineering Education, 26(5), 1590–1602. https://doi.org/10.1002/cae.21969CrossRef

Ozdamli, F., & Hursen, C. (2017). An emerging technology: Augmented reality to promote learning. International Journal of Emerging Technologies in Learning, 12(11), 121–137. https://doi.org/10.3991/ijet.v12.i11.7354CrossRef

Pejoska-Laajola, J., Reponen, S., Virnes, M., & Leinonen, T. (2017). Mobile augmented communication for remote collaboration in a physical work context. Australasian Journal of Educational Technology, 33(6). https://doi.org/10.14742/ajet.3622

Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2019a). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329–346. https://doi.org/10.1007/s10055-018-0347-2CrossRef

Pellas, N., Kazanidis, I., Konstantinou, N., & Georgiou, G. (2017). Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies, 22(5), 2235–2279. https://doi.org/10.1007/s10639-016-9537-2CrossRef

Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2019b). A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10076-4CrossRef

Pellas, N., Mystakidis, S., & Kazanidis, I. (2021). Immersive virtual reality in K-12 and higher education: A systematic review of the last decade scientific literature. Virtual Reality. https://doi.org/10.1007/s10055-020-00489-9

Petersen, K., Feldt, R., Mujtaba, S., & Mattsson, M. (2008). Systematic Mapping Studies in Software Engineering. In 12th International Conference on Evaluation and Assessment in Software Engineering (pp. 68–77). Bari, Italy. https://doi.org/10.1142/S0218194007003112

Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64, 1–18. https://doi.org/10.1016/j.infsof.2015.03.007CrossRef

Prit Kaur, D., Mantri, A., & Horan, B. (2019). Design implications for adaptive augmented reality based interactive learning environment for improved concept comprehension in engineering paradigms. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1674885CrossRef

Quintero, J., Baldiris, S., Rubira, R., Cerón, J., & Velez, G. (2019). Augmented reality in educational inclusion. A systematic review on the last decade. Frontiers in Psychology. Retrieved from https://www.frontiersin.org/article/https://doi.org/10.3389/fpsyg.2019.01835

Restivo, T., Rodrigues, J., Chouzal, F., Menezes, P., & Almacinha, J. (2013). Online systems for training the evaluation of deviations of geometrical characteristics. International Journal of Online Engineering, 9(8), 16–18. https://doi.org/10.3991/ijoe.v9iS8.3355CrossRef

Riegler, A., Wintersberger, P., Riener, A., & Holzmann, C. (2019). Augmented reality windshield displays and their potential to enhance user experience in automated driving. I-Com, 18(2), 127–149. https://doi.org/10.1515/icom-2018-0033CrossRef

Salar, R., Arici, F., Caliklar, S., & Yilmaz, R. M. (2020). A model for augmented reality immersion experiences of university students studying in science education. Journal of Science Education and Technology, 27, 1361–1375. https://doi.org/10.1007/s10956-019-09810-xCrossRef

Schneider, B., Wallace, J., Blikstein, P., & Pea, R. (2013). Preparing for future learning with a tangible user interface: the case of neuroscience. IEEE Transactions on Learning Technologies, 6(2), 117–129. https://doi.org/10.1109/TLT.2013.15CrossRef

Severiens, S., Meeuwisse, M., & Born, M. (2015). Student experience and academic success: Comparing a student-centred and a lecture-based course programme. Higher Education, 70(1), 1–17. https://doi.org/10.1007/s10734-014-9820-3CrossRef

Shirazi, A., & Behzadan, A. H. (2015a). Content delivery using augmented reality to enhance students’ performance in a building design and assembly project. Advances in Engineering Education, 4(3).

Shirazi, A., & Behzadan, A. H. (2015b). Design and assessment of a mobile augmented reality-based information delivery tool for construction and civil engineering curriculum. Journal of Professional Issues in Engineering Education and Practice, 141(3), 4014012. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000229CrossRef

Singh, G., Mantri, A., Sharma, O., Dutta, R., & Kaur, R. (2019). Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students. Computer Applications in Engineering Education, 27(6), 1361–1375. https://doi.org/10.1002/cae.22156CrossRef

Starr, C. R., Anderson, B. R., & Green, K. A. (2019). I’m a computer scientist!’’’: Virtual reality experience influences stereotype threat and stem motivation among undergraduate women. Journal of Science Education and Technology, 28, 493–507. https://doi.org/10.1007/s10956-019-09781-zCrossRef

Teng, C.-H., Chen, J.-Y., & Chen, Z.-H. (2017). Impact of augmented reality on programming language learning: efficiency and perception. Journal of Educational Computing Research, 56(2), 254–271. https://doi.org/10.1177/0735633117706109CrossRef

Thees, M., Kapp, S., Strzys, M. P., Beil, F., Lukowicz, P., & Kuhn, J. (2020). Effects of augmented reality on learning and cognitive load in university physics laboratory courses. Computers in Human Behavior. https://doi.org/10.1016/J.CHB.2020.106316CrossRef

Urbano, D., de Fátima Chouzal, M., & Restivo, M. T. (2020). Evaluating an online augmented reality puzzle for DC circuits: Students’ feedback and conceptual knowledge gain. Computer Applications in Engineering Education, 28(5), 1355–1368. https://doi.org/10.1002/cae.22306CrossRef

Vassigh, S., Davis, D., Behzadan, A. H., Mostafavi, A., Rashid, K., Alhaffar, H., & Gallardo, G. (2018). Teaching building sciences in immersive environments: A prototype design, implementation, and assessment. International Journal of Construction Education and Research. https://doi.org/10.1080/15578771.2018.1525445CrossRef

Vedder-Weiss, D., & Fortus, D. (2011). Adolescents’ declining motivation to learn science: inevitable or not? Journal of Research in Science Teaching, 48(2), 199–216. https://doi.org/10.1002/tea.20398CrossRef

Wang, H.-Y., Duh, H.B.-L., Li, N., Lin, T.-J., & Tsai, C.-C. (2014). An investigation of university students’ collaborative inquiry learning behaviors in an augmented reality simulation and a traditional simulation. Journal of Science Education and Technology, 23(5), 682–691. https://doi.org/10.1007/s10956-014-9494-8CrossRef

Wang, Y.-H. (2017). Using augmented reality to support a software editing course for college students. Journal of Computer Assisted Learning, 33(5), 532–546. https://doi.org/10.1111/jcal.12199CrossRef

Wang, Y., Ong, S. K., & Nee, A. Y. C. (2018). Enhancing mechanisms education through interaction with augmented reality simulation. Computer Applications in Engineering Education, 26(5), 1552–1564. https://doi.org/10.1002/cae.21951CrossRef

Wendler, R. (2012). The maturity of maturity model research: A systematic mapping study. Information and Software Technology, 54(12), 1317–1339. https://doi.org/10.1016/j.infsof.2012.07.007CrossRef

Westerfield, G., Mitrovic, A., & Billinghurst, M. (2015). Intelligent augmented reality training for motherboard assembly. International Journal of Artificial Intelligence in Education, 25(1), 157–172. https://doi.org/10.1007/s40593-014-0032-xCrossRef

Wu, H.-K., Lee, S.W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/J.COMPEDU.2012.10.024CrossRef

Yakubova, G., Kellems, R. O., Chen, B. B., & Cusworth, Z. (2021). Practitioners’ attitudes and perceptions toward the use of augmented and virtual reality technologies in the education of students with disabilities. Journal of Special Education Technology. https://doi.org/10.1177/01626434211004445CrossRef

Yip, J., Wong, S.-H., Yick, K.-L., Chan, K., & Wong, K.-H. (2019). Improving quality of teaching and learning in classes by using augmented reality video. Computers & Education, 128, 88–101. https://doi.org/10.1016/J.COMPEDU.2018.09.014CrossRef

Title: A systematic mapping review of augmented reality applications to support STEM learning in higher education
Authors: Stylianos Mystakidis
Athanasios Christopoulos
Nikolaos Pellas
Publication date: 06-08-2021
Publisher: Springer US
Published in: Education and Information Technologies / Issue 2/2022
Print ISSN: 1360-2357
Electronic ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-021-10682-1

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Other articles of this Issue 2/2022

Switching intentions in the context of open-source software movement: The paradox of choice

Web-based discussions in teaching and learning: Secondary school teachers’ and students’ perception and potentiality to enhance students’ performance in organic chemistry

Mobile device use among preschool-aged children in Greece

The Effect of Augmented Reality based applications on achievement and attitude towards science course in distance education process

Computational thinking in computer science teacher training courses in Brazil: A survey and a research roadmap

Forecasting approaches in a higher education setting

Premium Partner