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A systematic literature review of mixed reality environments in K-12 education
- Published: 10 December 2019
- Volume 25 , pages 2481–2520, ( 2020 )
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- Nikolaos Pellas ORCID: orcid.org/0000-0002-3071-6275 1 ,
- Ioannis Kazanidis ORCID: orcid.org/0000-0002-7199-9945 2 &
- George Palaigeorgiou ORCID: orcid.org/0000-0002-8181-8351 3
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Various studies have widely utilized mixed reality (MR) in primary and secondary (K-12) education. Nevertheless, there has been relatively no explicit focus on a substantial amount of studies that are reviewed systematically in order to present and suggest the educational benefits of MR technology for the development of learning environments. The present systematic literature review describes the current state of knowledge and practices using MR in K-12 education and provides guidance for educators and scholars focusing on instructional design contexts by critically appraising and summarizing the existing research. It also outlines a wide range of results yielded by quantitative, qualitative and mixed-method studies to investigate potential benefits, difficulties, and effectiveness of MR environments across various learning subjects. Overall, 21 studies published from 2002 until 2018 in 18 international peer-reviewed journals were analysed, with 11 and 10 studies regarding primary and secondary education, respectively. This review informs educators and scholars about insights and evidence gained by prior findings on the current state-of-the-art research so that provide a contribution of scientific knowledge and innovation using MR environments in different learning subjects. Implications for practice and research are discussed in detail, as MR has the potential to influence students’ engagement, participation, skill acquisition, and embodied learning experience for knowledge transfer within well-structured instructional design contexts.
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Nikolaos Pellas
Advanced Educational Technologies & Mobile Applications Lab, International Hellenic University, Ag. Loukas, GR-65404, Kavala, Greece
Ioannis Kazanidis
Department of Primary education, University of Western Macedonia, Ikaron 3, GR-50132, Kozani, Greece
George Palaigeorgiou
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Pellas, N., Kazanidis, I. & Palaigeorgiou, G. A systematic literature review of mixed reality environments in K-12 education. Educ Inf Technol 25 , 2481–2520 (2020). https://doi.org/10.1007/s10639-019-10076-4
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DOI : https://doi.org/10.1007/s10639-019-10076-4
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A systematic literature review of mixed reality environments in K-12 education
2019, Education and Information Technologies
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Various studies have widely utilized mixed reality (MR) in primary and secondary (K-12) education. Nevertheless, there has been relatively no explicit focus on a substantial amount of studies that are reviewed systematically in order to present and suggest the educational benefits of MR technology for the development of learning environments. The present systematic literature review describes ...
The purpose o f this systematic literature review is to investigate the potential use of MR environments in. different K-12 (primary and secondary) learning subjects by summarising selected ...
The present systematic literature review describes the current state of knowledge and practices using MR in K-12 education and provides guidance for educators and scholars focusing on instructional design contexts by critically appraising and summarizing the existing research. Various studies have widely utilized mixed reality (MR) in primary and secondary (K-12) education.
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In this study, a literature review was conducted on the trends in applying mixed reality (MR) technologies to education over the past decade (2011-2021) and to examine the learning outcomes ...
This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K-12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented ...
This systematic literature review is to give a holistic view of mixed reality systems in education, starting from how they are used and implemented, to how their efficacy is measured. Mixed reality has been gaining traction lately and has been used in areas such as education, engineering, and architecture, among others. Education is an important part of our lives, and we must prepare the best ...
"A systematic literature review of mixed reality environments in K-12 education." MR This study aims to review the collected studies systematically and to provide any foundation for knowledge accumulation that can assist any potential theories' expansions and improvements, identifies and closes research "gaps", unveiling further areas ...
et al's (2017) literature review limitations are that it focused exclusively on AR applications and included a broad range of populations including K-12 and higher education. The third literature review was a meta-review and cross-media analysis of 26 studies comparing the effect of AR versus non-AR applications on learning (Radu, 2014). Studies
The first literature review was a systematic review using PRISMA methodology and 13 research articles selected from the Scopus database (Ade-Ojo et al., 2022), The purpose of this systematic review was to consolidate and synthesize the research on physical and/or mixed reality simulations in preservice teacher preparation.
1. Introduction. Augmented Reality (AR) is a form of technology that superimposes 3D virtual objects or content in a real-world environment to create a sense of mixed reality (Azuma, 1997, Milgram et al., 1995).In the recent decade, AR technology has become increasingly sophisticated, advancing from conventional fiducial markers and location-based GPS (e.g. Pokéman GO) to sophisticated depth ...
The first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K-12 educational environments is provided, providing clarity on definitions for VR, AR and MR technologies in consideration of educational use. ABSTRACT This article provides the first review of the existing literature consolidating research into the use ...
The results of our systematic review show that IVR is a promising technology that can positively influence the students' learning achievements and motivation to learn. The paper presents also a critical analysis of the included papers, which results in recommendation for future research and practice. Implication for practice and/or policy.
Various studies have widely utilized mixed reality (MR) technology in primary and secondary (K-12) education. Nevertheless, there has been relatively no explicit focus on a substantial amount of studies that are reviewed systematically in order to present and suggest the educational benefits of MR technology for the development of learning environments.
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With its capacity to support student-centered learning through digital transformation and shared experience, augmented reality (AR) has received increasing attention from both researchers and practitioners as an emerging technology to achieve innovative and sustainable education. Therefore, this study systematically reviewed the literature on the application of augmented reality in K-12 ...
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