Augmented Reality Trends in Education: A Systematic Review of Research and Applications

By Jorge Bacca-Acosta, Silvia Margarita Baldiris, R. Fabregat, Sabine Graf, Kinshuk. J. Educ. Technol. Soc., 2014

1,097 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/545bb0393c4976a6d2be988dc573b30d04cc05d0

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Citations in the corpus

Virtual reality and augmented reality in social learning spaces: a literature review (2020, background): “…“in the studies reviewed from journals there was no evidence of AR applications in educational settings that address the special needs of students” (Bacca et al. 2014), and that social VR can be uncomfortable for women (Outlaw and Duckles 2017), or for anyone using unfamiliar technology, such as…”
Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning (2019, background): “This differs significantly from the notion of a Virtual Environment (or world), where the user is completely immersed in a synthetic environment (Bacca et al. 2014).”
The Past, Present, and Future of Virtual and Augmented Reality Research: A Network and Cluster Analysis of the Literature (2018, background): “…architecture (Lin and Hsu, 2017), maintenance (Schwald and De Laval, 2003), entertainment (Ozbek et al., 2004), education (Nincarean et al., 2013; Bacca et al., 2014; Akçayır and Akçayır, 2017), medicine (De Buck et al., 2005), and psychological treatments (Juan et al., 2005; Botella et al.,…”
Revisiting Trends in Augmented Reality Research: A Review of the 2nd Decade of ISMAR (2008–2017) (2018, background): “Some of them targeted specific application domains, such as medical [24], education [9], AR browser [41], while the others generally included a broader scope of AR applications [18, 76], covering mobile AR applications [22].”
A Survey of Augmented, Virtual, and Mixed Reality for Cultural Heritage (2018, background): “However, our focus here is on tools and applications where learning is the primary aim (Bacca et al. 2014).”
Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills (2018, background): “The multimodal possibilities of AR applications in education are found to be effective for a better learning performance, learning motivation, student engagement and positive attitudes and address the special necessities of diverse population supporting therapy processes for people with sensory and ”
Digital Twin: Values, Challenges and Enablers From a Modeling Perspective (2019, unknown): “[520] J.”
Mobile Augmented Reality Survey: From Where We Are to Where We Go (2017, background): “[67] analyze published study findings and trends from 2003 to 2013 about MAR in educational settings.”
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020 (2021, methodology): “PRISMA is an internationally accepted and validated set of guidelines used for conducting systematic reviews (Bacca, Baldiris, Fabregat, Graf, & Kinshuk, 2014; Moher et al., 2015; Sønderlund, Hughes, & Smith, 2019).”