Systematic Review about Collaborative Learning in Virtual Reality, Augmented Reality and Mixed Reality
Abstract The integration of augmented reality (AR), virtual reality (VR), and mixed reality (MR) in education holds great promise for the advancement of teaching and learning models that cater to the needs of 21st-century students. AR and VR-based learning offer efficiency and total immersion, while MRI merges the real world with the virtual world for overlapping experiences. However, there is a scarcity of studies examining the pedagogical factors and potential benefits of collaborative learning in these environments. This work aims to conduct a systematic literature review to explore the impact of collaborative experiences facilitated by AR, VR, and MR. For the selection of studies, the rapid systematic review has been prepared following the protocols of the PRISMA 2020 declaration. In this review, were analyzed 62 studies centered on collaborative learning through AR, VR or MR, comprising 7 theoretical revisions, 21 experimental studies and 34 observational studies. It has been followed the criteria exposed in the Guidance for Quality criteria Assessment Tool of the National Heart, Lung, and Blood Institute (NHLBI, 2020). Technical limitations and the lack of instructional design hinder the usability of VR/AR in education. Real-world sessions and adequate interaction are suggested for monitoring and manipulating virtual content. Integrating MR technologies in higher education can enhance educational practice, but challenges remain. Further research is needed to assess their effectiveness in collaborative learning. By understanding the challenges and opportunities presented by these technologies in teaching scientific subjects, policymakers and educators can develop effective strategies to leverage current trends and foster meaningful educational change.
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Bölek, K. A., De Jong, G., Van der Zee, C. E., van Cappellen van Walsum, A. M., & Henssen, D. J. (2022). Mixed‐methods exploration of students’ motivation in using augmented reality in neuroanatomy education with prosected specimens. Anatomical Sciences Education, 15(5), 839-849. https://doi.org/10.1002/ase.2116
Catherine, B., & Sanchez, E. (2022). Toward a Digital Companion to Monitor a Mixed Reality Game. International Journal of Serious Games, 9(3), 5-21. https://doi.org/10.17083/ijsg.v9i3.504
Bork, F., Lehner, A., Eck, U., Navab, N., Waschke, J., & Kugelmann, D. (2021). The effectiveness of collaborative augmented reality in gross anatomy teaching: a quantitative and qualitative pilot study. Anatomical Sciences Education, 14(5), 590-604. https://doi.org/10.1002/ase.2016
Chung, C. Y., Awad, N., & Hsiao, I. H. (2021). Collaborative programming problem-solving in augmented reality: Multimodal analysis of effectiveness and group collaboration. Australasian Journal of Educational Technology, 37(5), 17-31. https://doi.org/10.14742/ajet.7059
de Back, T. T., Tinga, A. M., Nguyen, P., & Louwerse, M. M. (2020). Benefits of immersive collaborative learning in CAVE-based virtual reality. International Journal of Educational Technology in Higher Education, 17(1), 1-18. https://doi.org/10.1186/s41239-020-00228-9
Dolezal, M., Chmelik, J., & Liarokapis, F. (2020). An immersive virtual environment for collaborative geovisualization. arXiv preprint arXiv:2010.06279. https://doi.org/10.1109/vs-games.2017.8056613
Doumanis, I., Economou, D., Sim, G. R., & Porter, S. (2019). The impact of multimodal collaborative virtual environments on learning: A gamified online debate. Computers & Education, 130, 121-138. https://doi.org/10.1016/j.compedu.2018.09.017
Du, J., & DeWitt, D. (2023). Technology acceptance of a wearable collaborative augmented reality system in learning chemistry among junior high school students. Journal of Pedagogical Research, 8(1), 106-119. https://doi.org/10.33902/jpr.202425282
Elmqaddem, N. (2019). Augmented reality and virtual reality in education. Myth or reality?. International journal of emerging technologies in learning, 14(3). https://doi.org/10.3991/ijet.v14i03.9289
Essmiller, K., Asino, T. I., Ibukun, A., Alvarado-Albertorio, F., Chaivisit, S., Do, T., & Kim, Y. (2020). Exploring mixed reality based on self-efficacy and motivation of users. Research in Learning Technology, 28, 1-14. https://doi.org/10.25304/rlt.v28.2331
Frank, J. A., & Kapila, V. (2017). Mixed-reality learning environments: Integrating mobile interfaces with laboratory test-beds. Computers & Education, 110, 88-104. https://doi.org/10.1016/j.compedu.2017.02.009
Fu, M., & Liu, R. (2018). The application of virtual reality and augmented reality in dealing with project schedule risks. In Proceedings of the Construction Research Congress (pp. 429-438). https://doi.org/10.1061/9780784481264.042
Ghobadi, M., Shirowzhan, S., Ghiai, M. M., Mohammad Ebrahimzadeh, F., & Tahmasebinia, F. (2022). Augmented reality applications in education and examining key factors affecting the users’ behaviors. Education Sciences, 13(1), 10. https://doi.org/10.3390/educsci13010010
Hamzah, F., Abdullah, A. H., & Ma, W. (2024). Advancing Education through Technology Integration, Innovative Pedagogies and Emerging Trends: A Systematic Literature Review. Journal of Advanced Research in Applied Sciences and Engineering Technology, 41(1), 44-63. https://doi.org/10.37934/araset.41.1.4463
Hsu, Y. C., & Ching, Y. H. (2013). Mobile app design for teaching and learning: Educators’ experiences in an online graduate course. International Review of Research in Open and Distributed Learning, 14(4), 117-139. https://doi.org/10.19173/irrodl.v14i4.1542
Jovanović, A., & Milosavljević, A. (2022). VoRtex Metaverse platform for gamified collaborative learning. Electronics, 11(3), 317. https://doi.org/10.3390/electronics11030317
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.2015.04.003
Kucukyilmaz, A., & Issak, I. (2019). Online identification of interaction behaviors from haptic data during collaborative object transfer. IEEE Robotics and Automation Letters, 5(1), 96-102. https://doi.org/10.1109/lra.2019.2945261
Leonard, S. N., & Fitzgerald, R. N. (2018). Holographic learning: A mixed reality trial of Microsoft HoloLens in an Australian secondary school. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2160
Li, C., Jiang, Y., Ng, P. H., Dai, Y., Cheung, F., Chan, H. C., & Li, P. (2024). Collaborative Learning in the Edu-Metaverse Era: An Empirical Study on the Enabling Technologies. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/tlt.2024.3352743
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174-187. https://doi.org/10.1016/j.compedu.2016.01.001
Lu, S. J., Lin, Y. C., Tan, K. H., & Liu, Y. C. (2022). Revolutionizing elementary disaster prevention education and training via augmented reality-enhanced collaborative learning. International Journal of Engineering Business Management, 14, 1-11. https://doi.org/10.1177/18479790211067345
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