Advantages and challenges associated with augmented reality for education : A systematic review of the literature

By Murat Akcay. 2017

1,820 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Computer Vision and Pattern Recognition, Information Systems

View Paper: https://www.semanticscholar.org/paper/d588bfb109693795ad4d9e3d57fa3e13f649c903

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Networks and Communications

1. Ryan Yung
2. C. Khoo-Lattimore
3. Juan Garzón

In Computer Vision and Pattern Recognition

1. Ryan Yung
2. C. Khoo-Lattimore
3. Giuseppe Riva
4. Juan Garzón
5. Silvia Margarita Baldiris
6. Michael Kerres
7. Josef Buchner
8. Katja Buntins

In Information Systems

1. Ryan Yung
2. C. Khoo-Lattimore
3. Juan Garzón
4. Silvia Margarita Baldiris

Citations in the corpus

• The impact of augmented reality on cognitive load and performance: A systematic review (2021, background): “Augmented reality (AR) has gained a lot of attention in educational research as it is associated with many expectations for motivating and more effective learning (Akçay ı r & Akçay ı r, 2017; Dunleavy & Dede, 2014; Johnson et al., 2010).”
• Systematic review and meta-analysis of augmented reality in educational settings (2019, background): “1 3 way, helping them to develop special skills that are much more difficult to obtain with other pedagogical resources (Akçayir and Akçayir 2017; Cheng and Tsai 2013; Safar 2017).”
• New realities: a systematic literature review on virtual reality and augmented reality in tourism research (2019, positive): “Given that AR and VR are already widely used in educational settings (Akçay ı r & Akçay ı r, 2017), the second most common category of VR/AR studies in tourism ident-i fi ed from this systematic review was in tourism education, with nine studies.”
• The Past, Present, and Future of Virtual and Augmented Reality Research: A Network and Cluster Analysis of the Literature (2018, background): “…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., 2005, 2010; Bretón-López et al.,…”
• Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills (2018, background): “…Internet technical problems, cognitive overload due to the complexity of the tasks, higher attentional demands, teachers’ inadequate ability to use the technology, and other minor application-related and technical problems (Akçayır and Akçayır 2017; Chen 2008; Chiang et al.2014a, b, Dunleavy et al.”
• “Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms” (2023, background): “In developing countries, there is a lack of widespread adoption of immersive technologies in organizations and among individuals due to a scarcity of adequate empirical studies on its use (Khan et al., 2019; Akçayır and Akçayır, 2017).”