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

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) article...

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Bibliographic Details
Published in:Education and information technologies Vol. 27; no. 2; pp. 1883 - 1927
Main Authors: Mystakidis, Stylianos, Christopoulos, Athanasios, Pellas, Nikolaos
Format: Journal Article
Language:English
Published: New York Springer US 01.03.2022
Springer
Springer Nature B.V
Subjects:
Augmented Reality
Christopoulos, Athanasios
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computer Simulation
Computers and Education
Education
Education, Higher
Educational Methods
Educational Research
Educational Strategies
Educational Technology
Elementary Secondary Education
Higher Education
Information Systems Applications (incl.Internet)
Instructional scaffolding
Methods
Singh, Ghan Shyam
STEM Education
Taxonomy
Teaching Methods
Technology application
Technology Uses in Education
User Interfaces and Human Computer Interaction
Higher education
Instructional design
Systematic mapping
Augmented reality
STEM
ISSN:1360-2357, 1573-7608
Online Access:Get full text
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Summary: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.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-021-10682-1