Document Type
Article
Source of Publication
Informatics
Publication Date
12-1-2022
Abstract
Immersive technologies have been shown to significantly improve learning as they can simplify and simulate complicated concepts in various fields. However, there is a lack of studies that analyze the recent evidence-based immersive learning experiences applied in a classroom setting or offered to the public. This study presents a systematic review of 42 papers to understand, compare, and reflect on recent attempts to integrate immersive technologies in education using seven dimensions: application field, the technology used, educational role, interaction techniques, evaluation methods, and challenges. The results show that most studies covered STEM (science, technology, engineering, math) topics and mostly used head-mounted display (HMD) virtual reality in addition to marker-based augmented reality, while mixed reality was only represented in two studies. Further, the studies mostly used a form of active learning, and highlighted touch and hardware-based interactions enabling viewpoint and select tasks. Moreover, the studies utilized experiments, questionnaires, and evaluation studies for evaluating the immersive experiences. The evaluations show improved performance and engagement, but also point to various usability issues. Finally, we discuss implications and future research directions, and compare our findings with related review studies.
DOI Link
ISSN
Publisher
MDPI AG
Volume
9
Issue
4
Disciplines
Education
Keywords
augmented reality, education, human–computer interaction, immersive technologies, mixed reality, virtual reality
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Kuhail, Mohammad Amin; Elsayary, Areej; Farooq, Shahbano; and Alghamdi, Ahlam, "Exploring Immersive Learning Experiences: A Survey" (2022). All Works. 5556.
https://zuscholars.zu.ac.ae/works/5556
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series