Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning

There is a significant body of research relating to augmented reality (AR) uses for learning in the primary and the secondary education sectors across the globe. However, there is not such a substantial amount of work exploring the combination of AR with game-based learning (ARGBL). Although ARGBL h...

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Veröffentlicht in:	Virtual reality : the journal of the Virtual Reality Society Jg. 23; H. 4; S. 329 - 346
Hauptverfasser:	Pellas, Nikolaos, Fotaris, Panagiotis, Kazanidis, Ioannis, Wells, David
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	London Springer London 01.12.2019 Springer Nature B.V
Schlagworte:	Artificial Intelligence Augmented reality Children Compulsory education Computer Graphics Computer Science Education Effectiveness Image Processing and Computer Vision Knowledge management Learning Literature reviews S.I. : VR in Education Secondary education State-of-the-art reviews Students Systematic review Trends User Interfaces and Human Computer Interaction Primary education Systematic review Secondary education Game-based learning Augmented reality
ISSN:	1359-4338, 1434-9957
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Abstract	There is a significant body of research relating to augmented reality (AR) uses for learning in the primary and the secondary education sectors across the globe. However, there is not such a substantial amount of work exploring the combination of AR with game-based learning (ARGBL). Although ARGBL has the potential to enable new forms of teaching and transform the learning experience, it remains unclear how ARGBL applications can impact students’ motivation, achievements, and learning performance. This study reports a systematic review of the literature on ARGBL approaches in compulsory education considering the advantages, disadvantages, instructional affordances, and/or effectiveness of ARGBL across various primary and secondary education subjects. In total, 21 studies published between 2012 and 2017 in 11 indexed journals were analysed, with 14 studies focusing on primary education and 7 on secondary. The main findings from this review provide the current state of the art research in ARGBL in compulsory education. Trends and the vision towards the future are also discussed, as ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitude towards their learning. This review aims to lay the groundwork for educators, technology developers, and other stakeholders involved in the development of literacy programmes for young children by offering new insights with effective advice and suggestions on how to increase student motivation and improve learning outcomes and the learning experience by incorporating ARGBL into their teaching.
AbstractList	There is a significant body of research relating to augmented reality (AR) uses for learning in the primary and the secondary education sectors across the globe. However, there is not such a substantial amount of work exploring the combination of AR with game-based learning (ARGBL). Although ARGBL has the potential to enable new forms of teaching and transform the learning experience, it remains unclear how ARGBL applications can impact students’ motivation, achievements, and learning performance. This study reports a systematic review of the literature on ARGBL approaches in compulsory education considering the advantages, disadvantages, instructional affordances, and/or effectiveness of ARGBL across various primary and secondary education subjects. In total, 21 studies published between 2012 and 2017 in 11 indexed journals were analysed, with 14 studies focusing on primary education and 7 on secondary. The main findings from this review provide the current state of the art research in ARGBL in compulsory education. Trends and the vision towards the future are also discussed, as ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitude towards their learning. This review aims to lay the groundwork for educators, technology developers, and other stakeholders involved in the development of literacy programmes for young children by offering new insights with effective advice and suggestions on how to increase student motivation and improve learning outcomes and the learning experience by incorporating ARGBL into their teaching.
Author	Fotaris, Panagiotis Kazanidis, Ioannis Pellas, Nikolaos Wells, David
Author_xml	– sequence: 1 givenname: Nikolaos orcidid: 0000-0002-3071-6275 surname: Pellas fullname: Pellas, Nikolaos email: npellas@aegean.gr organization: Department of Product and Systems Design Engineering, University of the Aegean – sequence: 2 givenname: Panagiotis orcidid: 0000-0001-7757-7746 surname: Fotaris fullname: Fotaris, Panagiotis organization: School of Computing, Engineering and Mathematics, University of Brighton – sequence: 3 givenname: Ioannis orcidid: 0000-0002-7199-9945 surname: Kazanidis fullname: Kazanidis, Ioannis organization: Information Technology Department of Eastern Macedonia and Thrace Institute of Technology, Advanced Educational Technologies and Mobile Applications Lab – sequence: 4 givenname: David surname: Wells fullname: Wells, David organization: Cass School of Education and Communities, University of East London
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Copyright	Springer-Verlag London Ltd., part of Springer Nature 2018 Virtual Reality is a copyright of Springer, (2018). All Rights Reserved. Copyright Springer Nature B.V. Dec 2019
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SubjectTerms	Artificial Intelligence Augmented reality Children Compulsory education Computer Graphics Computer Science Education Effectiveness Image Processing and Computer Vision Knowledge management Learning Literature reviews S.I. : VR in Education Secondary education State-of-the-art reviews Students Systematic review Trends User Interfaces and Human Computer Interaction
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Title	Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning
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