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Article

Systematic Literature Review on Virtual Electronics Laboratories in Education: Identifying the Need for an Aeronautical Radar Simulator

by
Enderson Luiz Pereira Júnior
1,
Miguel Ângelo Lellis Moreira
1,2,*,
Anderson Gonçalves Portella
3,
Célio Manso de Azevedo Junior
1,
Igor Pinheiro de Araújo Costa
1,2,
Luiz Paulo Fávero
4,
Carlos Francisco Simões Gomes
1 and
Marcos dos Santos
1,2,5
1
Production Engineering Department, Federal Fluminense University, Rio de Janeiro 24210-240, Brazil
2
Operational Research Department, Naval Systems Analysis Centre, Rio de Janeiro 20091-000, Brazil
3
Production Engineering Department, Veiga de Almeida University, Rio de Janeiro 20271-020, Brazil
4
School of Economics, Business and Accounting, University of São Paulo, Sao Paulo 05508-010, Brazil
5
Systems and Computing Department, Military Institute of Engineering, Rio de Janeiro 22290-270, Brazil
*
Author to whom correspondence should be addressed.
Electronics 2023, 12(12), 2573; https://doi.org/10.3390/electronics12122573
Submission received: 13 April 2023 / Revised: 26 May 2023 / Accepted: 31 May 2023 / Published: 7 June 2023
Browse Figures
Versions Notes

Abstract

:
The objective of this work is to propose the development of a virtual electronics laboratory with an aeronautical radar simulator using immersive technologies to help students learn. To verify whether this proposal was viable, the systematic literature review (SLR) methodology was used, whose objective was to verify whether immersive technologies were being used effectively in education and, also, what challenges, opportunities, and benefits they bring to Education 4.0. For this, eight Research Questions (RQs) were formulated to be answered by articles based on the highest SLR scores. The results presented by SLR were as follows: there was an increase in the use of immersive technologies in education, but virtual reality (VR) is still more used in education than AR, despite VR being more expensive than AR; the use of these new technologies brings new challenges, opportunities, and benefits for education; there was an increase in the quality of teaching for complex subjects; and there was an increase in students’ interest in the content presented.

1. Introduction

For many years, Brazil has been applying the same model of education, in a pragmatic way, in both schools and universities [1]. It is easy to perceive the ineffectiveness of this model in some disciplines because it does not sufficiently teach subjects that involve complex knowledge and require students to practice a certain degree of abstraction [2].
Some curricula present a complexity that for many students becomes even more difficult due to cognitive limitation. Therefore, practical and interactive work makes abstract contents become visible and conceivable, facilitating the understanding and functional knowledge of students, which will be meaningful and pleasurable and will provide the learning desired [3]. A characteristic of physics that makes it particularly difficult for students is the fact of dealing with abstract and, to a large extent, counterintuitive concepts [4].
One of the ways to promote the use of active methodologies in the classroom is through information and communication technologies [5]. Immersive technologies are the types of technology that extend or create a reality, taking advantage of all the space around the user [6]. Thus, the use of these technological tools in the educational context allows learning experiences to be essential and replicable until the educational goal is achieved [7].
In this sense, immersive technology, in the form of augmented reality (AR), mixed reality (MR), and virtual reality (VR), is transforming the way we live and learn about the world around us [8]. VR and AR technologies applied in health and education have begun to be appreciated and were considered a great disruptive innovation [9]. It can be verified that these three immersive technologies are the most used in several areas to aid the pedagogical process [10,11,12].
The study of radar, which is taught at the School of Aeronautical Specialists, is considered highly difficult by most students, and often, this difficulty is linked to the way the subject is presented by the instructors in this area [13,14]. To try to minimize this learning difficulty, educational innovations are being implemented in several schools and universities, among them being the use of active methodologies [15].
The objective of this work is proposing the development of a virtual electronics laboratory, consisting of a radar simulator, with augmented reality, which will help in the instruction in the area of radar for students of the School of Aeronautical Specialists of the Electronics Specialty. To verify if this proposal is viable, the authors carry out a systematic literature review (SLR) whose objective was to verify if immersive technologies were being used in education effectively and, also, what challenges, opportunities, and benefits they offer to Education 4.0.
The development of a virtual electronics laboratory, consisting of a radar simulator, would be innovative in the context of the Brazilian Air Force (FAB), as an application has not yet been developed to assist FAB students and technicians in their learning. Furthermore, with the use of this application, the FAB would save public resources in the training of its students and technicians.
The work is structured into five sections: Introduction, Theoretical Background, Systematic Literature Review, Results and Discussion, and, finally, Conclusions.

2. Theoretical Background

In the pedagogical process, the constant search for the attention and interest of students leads teachers to introduce new methodologies and teaching technologies [16]. Between this and the development of information technology, traditional methods of education or training should be transformed into Education 4.0, which refers to digital teaching and learning [17,18]. Thus, augmented reality (AR) and virtual reality (VR) have been considered the main enabling technologies for Education 4.0 [19].
For this purpose, immersive technologies will be used, and the most used in the area of education, mainly in the teaching of complex disciplines, are virtual reality, augmented reality, and mixed reality [20]. When using these three technologies together, there is an expansion of the work, and it is called extended reality or cross-reality [21].
The elements of the cross-reality platform (i.e., virtual reality, augmented reality, and mixed reality) are an emerging image paradigm characterized by varying levels of immersion, interaction, and user presence [22,23]. Immersion refers to the feeling of physical existence within the extended reality environment, where a user is isolated from the real world [24]. Interaction is described as the ability to act and receive feedback within the digital environment. Presence is linked to the perception of the connection to the artificial environment, evoking the illusion of being present inside. Figure 1 express the meanings of these elements [25].
Virtual reality or VR corresponds to a sensation, on the part of the user, of being physically present in a world that is not physical, through the use of images, sounds, and other stimuli created computationally for this purpose [26]. The use of VR devices, such as haptic gloves, for example, allows the user to feel the virtual world “on the skin” (literally) [27,28].
Augmented reality is a technology that, by allowing the user an immersive experience, without losing the perception of the real world, is increasingly arousing interest among researchers, namely for its applicability in various sectors [29]. This is a technology that overlaps a visual experience with a real environment and has as its main feature that it simply adds to our experience of a real environment without actually interacting with it [30].
An AR system is composed of input, processing, and output modules. In the input module, the AR system performs the capture of the real scenario where the real objects will be inserted and the sensing by which this system identifies the objects, the user, and the user’s actions and positioning. The processing module is responsible for carrying out object monitoring (registering and tracking) [31], interaction management (identifies and determines the response to selection or manipulation actions of virtual objects), and application processing (promotes interactions and changes in the scenario). The output module is responsible for visualizing and rendering devices [32].
Mixed Reality (MR) refers to the interactivity between physical and virtual objects. Thus, MR is a mixture of physical and virtual worlds, although some believe that the term AR already includes the concept behind this term [33]. Mixed reality (MR) can be defined as the integration of computer-generated virtual systems with the physical environment, which is shown to the user with the support of some technological device in real time [34]. By mixing real-world and virtual scenes, MR goes beyond the ability of VR to realize the imaginary or reproduce the real. MR lies in the middle between completely virtual reality and physical reality as we know it. The goal of an MR system is to create an environment so realistic that one does not realize the difference between the virtual elements and the actual participants in the scene, treating them as one thing. When in mixed reality (MR), there are actions in the virtual world that have repercussions in the real world. There is also cross-reality (XR) [35].
Virtual reality laboratories require a structure that is often costly and impractical for most people, making them impossible to spread as a viable alternative to support distance education courses. Augmented reality (AR) is a more promising alternative in this sense.

2.1. Radar System

Radar (Radio Detection and Ranging) is electronic equipment used to determine the position, direction, shape, and speed of a moving object that was previously detected. Thus, it is an electromagnetic system to detect and provide information about the location of materials that reflect electromagnetic signals [36]. Conventional radar is widely used in the aeronautical industry to detect aircraft and space equipment, in the marine field to detect ships, and in the field of geography for selection and detection of the area and climate [37].
A Radar system uses electromagnetic radiation to detect objects that are in its range of action. Thus, the radar system that will be used in this work is based on radio detection by the reflection of energy by objects [38]. In this sense, because radar performs its basic functions, the object investigated should reflect the energy incident on it, and this reflected energy be captured by a reception system [39].
The operation of the radar system can be introduced synthetically as follows: a dis-positive transmitter emits, through an antenna, an electromagnetic (directional) wave through space. This transmitted wave is intercepted by an investigated object capable of reflecting its energy in many directions [40]. Part of this reflected energy, also called echo, is captured by the radar’s receiving antenna. This reflected signal is processed on the receiving device and is then sent to a display device with the exact position of the target [41].
Radars are classified either by the waveforms they use or by their operating frequency. By means of waveforms, electromagnetic wave transmission can be classified into two groups: Continuous Wave Form (CW) and Pulsed Wave Form [42]. Thus, Continuous-Wave Radar emits Radio Frequency (RF) energy continuously over time, while Pulsed Radar emits a train of rectangular pulses at a periodic repetition rate (T), and these pulses modulate the carrier of RF, as expressed in Figure 2.
In addition to conventional radar systems, there are image radar systems, and the technologies most used in this type of radar system are Synthetic Aperture Radar (SAR) and Doppler Beam Sharpening (DBS) [43]. SAR is an important active microwave image sensor. Its ability to work all day and in any weather makes it play an important role in the remote sensory community [44]. Doppler Beam Sharpening (DBS) technology is widely used in applications such as helicopter rescue surveillance and early warning systems, and this technique works with a scanning antenna and stitches together segmented microwave images, which are obtained with high cross-gap resolution using windowed fast Fourier transform (FFT) at each beam position [45].
In summary, these complex techniques involving concepts of physics applied to radar systems could be taught through the new immersive technologies applied in Education 4.0, mainly augmented reality.

2.2. Bibliometric Analysis

To confirm the importance of this study, bibliometric research was carried out using Scopus as a database, limited to the period from 2000 to 2022, to elucidate the importance of the theme in question [46,47]. The topics were: virtual radar, virtual laboratory, and augmented reality. Bibliometrix rendered in the R computing language is used as support software. This study presents a total of 222 articles published in scientific articles, books, etc. As shown in Figure 3, this theme has high relevance, offers favorable volumes of annual publications, and presents a high level of interest and relevance on the part of the academic community.
The three main publication channels were Lecture Notes in Computer Science, Coeur Workshop Proceedings, and IEEE Global Engineering Education Conference, totaling 19 documents.
Finally, the main research themes related to the theme are observed, revealing the period of each year that determines the concentration of these specific applications in various criteria. These terms suggest important areas of research in which to focus research efforts in health systems. Figure 4 shows some data.

3. Systematic Literature Review

This section presents the fundamental concepts that guide this study. Importantly, it aims not to cover all subjects but to provide essential information for understanding the research, context, and results.
The methodology used in the study will be, from the point of view of the problematizing approach, the qualitative approach, as a systematic literature review will be carried out with the purpose of verifying the feasibility of developing a virtual electronics laboratory that is capable of helping students and technicians learn about the subject of aeronautical radar.
The research methodology adopted for the systematic literature review was the one proposed by Budgen and Brereton [48], as shown in Figure 5. For the authors, the SLR is composed of three phases. The first phase is planning, which is followed by the driving phase and, finally, the report phase.

3.1. Planning

In this step, the authors need to define the Research Questions and define the review protocols. Thus, the objective of this systematic literature review is to analyze whether augmented reality has been applied in student training or learning. In addition, another goal is to verify whether other immersive technologies are also being applied in education and what the challenges, opportunities, and benefits of augmented reality are for education. The Research Questions (RQs) of the systematic literature review are presented in Table 1.

3.2. Search Strategy

The systematic literature review performed in this study used an automatic search engine in publications in the databases of greatest reference in the academic environment. To perform this search, the search string was defined as follows: (‘Learning’ OR ‘Training’) AND (‘Virtual Laboratory’ OR ‘technical school students’) AND (‘RADAR Simulator’ OR ‘Simulation’) AND (‘Augmented Reality’ OR ‘Extended Reality’ OR ‘Mixed Reality’ OR ‘Reality Virtual’).

3.3. Review Protocol

For the review protocol, the PICO (Participants, Intervention, Comparison, and Outcome) approach was used. Through this approach, the objective of the study was defined as follows:
  • Participants—Publications in the databases ACM Digital Library, IEEE Digital Library, Science Direct, Scopus, Springer Link, and Web of Science Clarivate;
  • Intervention—Publications reporting the application of AR (and immersive technologies) in the training and learning of students;
  • Comparison—This does not apply;
  • Outcome—Solutions that support student training and learning through immersive technologies, especially augmented reality.

3.4. Inclusion and Exclusion Criteria

The inclusion criteria were as follows: augmented reality for training and learning; virtual reality, mixed reality, and extended reality for training and learning; and virtual laboratory. In addition, it is worth mentioning that the search focused on English publications.
The exclusion criteria used were the following: duplicate publications and publications that did not focus on augmented reality, virtual reality, mixed reality, and extended reality applied in training and learning of students.

3.5. Selection Procedure for Publications

In June 2022, a survey was conducted in the six databases already mentioned above. In this research, the following results were found, as shown in Table 2, Figure 6 and Figure 7.
Of the total number of publications, 77 were considered duplicated. Thus, by removing these duplicate publications, 1176 publications were able to be analyzed to verify that their contents are related to augmented reality (or other immersive technologies) applied in student training or learning.
To date, of these 1176 publications, it has only been possible to analyze, through their abstracts and titles, 100 publications. Of these, 38 were accepted for a more specific analysis, and 62 publications were rejected according to the established criteria. Of these 38 accepted publications, it was only possible to fully analyze the content of 10 of them. The PRISMA methodology was used to present these data, as shown in Figure 8.

3.6. Quality Assessment

As previously presented, 38 publications were accepted based on the summary and title. These publications underwent a quality assessment whose objective was to select only publications that received a score greater than or equal to 7.0. With this, the selected publications would be fully analyzed in search of answers to the previously chosen Research Questions. Thus, accepted and rejected publications are shown in Table 3.
Of the 22 publications accepted in the quality assessment, it was only possible to analyze 10 of them to date.
Among the 22 accepted so far, 10 publications were selected, and these 10 publications were fully read, with the aim of extracting the information that answers the Research Questions (RQ) previously outlined. Thus, the 10 publications were analyzed, as shown in Table 4.
In this sense, what are the data extracted from the articles for each Research Question?
RQ 1—Are virtual labs or virtual simulators with augmented reality being used for student learning or training?
Of the 10 documents analyzed, only Paper 8 did not provide information about RQ 1.
RQ 2—What immersive technologies are being used in the learning or training of students?
Only Paper 1 did not provide information about RQ 2.
RQ 3—What are the main challenges in the implementation of augmented reality in the learning or training of students?
All papers responded to RQ 3.
RQ 4—What are the main opportunities of using augmented Reality in the learning or training of students?
All papers responded to RQ 4.
RQ 5—What are the main benefits of using augmented reality in the learning or training of students?
Only Paper 8 did not provide information about RQ 5.
RQ 6—Will the implementation of a virtual laboratory with augmented reality raise the quality of learning or training of students?
Papers 1, 6, and 8 did not provide information about RQ 6.
RQ 7—How effective has augmented reality been in the learning or training of students?
Papers 2 and 6 did not provide information about RQ 7.
RQ 8—Will the implementation of a virtual lab with augmented reality improve students’ interest in the content presented in the radar course?
Papers 1, 6, 8, and 10 did not provide information about RQ 8.
This analysis can be seen in Table 5.

4. Results and Discussion

The results of the systematic literature review (SLR) are presented through the answers to the Research Questions (RQ), beginning in Figure 9.
RQ1—Are virtual labs or virtual simulators with augmented reality being used in student learning or training?
The full analysis of the 10 possible articles so far shows that virtual laboratories or virtual simulators are being used in the learning or training of students, because 9 publications explicitly bring this information in their text, as can be seen in the item data extraction, shown in Figure 10 and Figure 11.
RQ2—What immersive technologies are being used in student learning or training?
RQ3—What are the main challenges in implementing augmented reality in student learning or training?
All 10 publications presented in their text challenges in the implementation of immersive technologies in the learning or training of students, as presented in Figure 12
RQ4—What are the main opportunities in the implementation of augmented reality in student learning or training?
Of the 10 publications, 9 presented in their text the opportunities in the implementation of immersive technologies in the learning or training of students, as shown in the graphic in Figure 13.
RQ5—What are the main benefits of implementing augmented reality in student learning or training?
For the previous item, of 10 publications, 9 presented in their text the benefits of the implementation of immersive technologies in the learning or training of students.
RQ6—Will the implementation of an augmented reality virtual laboratory increase the quality of student learning or training?
It is verified, through the analysis of the 10 publications, that 7 presented in their text that the implementation of a virtual laboratory with immersive technologies, such as augmented reality, increases the quality of learning or training of students, as shown in Figure 14.
RQ7—What is the effectiveness of augmented reality in learning or training of students? (Figure 15).
Of the 10 publications, 8 mentioned in their text the effectiveness of the use of immersive technologies, including augmented reality, in the learning or training of students.
RQ8—Will the implementation of a virtual laboratory with augmented reality enhance the interest of students in the contents presented in the radar course? (Figure 16).
This research question should be answered after the implementation of the application of a virtual laboratory and research being carried out with the students of EEAR. However, it is possible to perform analysis through publications similar to the theme, as happened in this study. Of the 10 publications, 6 publications presented in their text that there was an increase in the interest of students when virtual laboratories were used in their learning.
As previously mentioned in this study, the traditional education model in Brazil brings unsatisfactory results in the teaching of disciplines that involve complex contents and demand a level of abstraction from students. For this reason, this study sought, through a systematic literature review (SLR), to prove that the use of immersive technologies, such as augmented reality, in the teaching of complex fields, such as physics, has been growing and brings benefits in students’ learning.
The results of Research Question 1 (RQ1) proves this, as the use of immersive technologies has been increasing in student training or learning, giving rise to Education 4.0.
Through Research Question 2 (RQ2), it is observed that the most used technology in education is virtual reality, despite being more expensive than augmented reality. Thus, in a country like Brazil, where resources for education are scarce, the use of augmented reality becomes more appropriate, as there is open-source software that enables these pedagogical practices at an affordable cost, because most of the equipment used in their development and application are of general use.
Research Question 3 (RQ3) considered the main challenges found with the use of immersive technologies. It is worth noting that among these challenges is avoiding potential dangers, such as information security, as well as restriction and discomfort caused by head-mounted displays that hinder usability in virtual reality.
Research Question 4 (RQ4) considered the main opportunities of these technologies. Thus, among these opportunities, it is worth mentioning the opportunities related to distance learning, that is, teaching where the teacher and the student are far from each other. This teaching modality has been growing, and there are many opportunities offered to Education 4.0.
Research Question 5 (RQ5) considered the main benefits of using augmented reality in student learning. As the main points of this question, it is worth highlighting the ease of use of AR, its cost, its safety for students, and flexibility of time and place.
Research Question 6 (QP6) asked whether the implementation of a virtual laboratory with augmented reality would increase the quality of student learning. The analysis of the articles showed an answer of ‘yes’, because 7 of the 10 papers analyzed supported this.
Research Question 7 (RQ7) considered how effective augmented reality has been in student learning. Through the analysis carried out, it was found that 8 out of 10 articles presented the evolution of AR in education.
Research Question 8 (RQ8) asks whether the implementation of a virtual laboratory with augmented reality will increase students’ interest in a class. As a result, the analysis showed that there was a significant increase in students’ interest in subjects considered more complex.

5. Conclusions

It is easy to understand, after the systematic literature review presented above, the importance of such immersive technologies in the educational field, because for disciplines that have a high degree of abstraction, the results achieved are quite positive. It was possible to see that the students had a greater interest in the discipline, there was an improvement in the quality of teaching, and there was also the possibility of savings because the software used is open source. Within the context of which this work is a part, these technology applications can help to maximize the relationship between content taught and content absorbed by students. It would be interesting for future studies to also be carried out on other technologies that make up Education 4.0.
Through this study, it was possible to carry out a systematic literature review (SLR) that demonstrated the strengthening of the use of immersive technologies in Education 4.0. For this purpose, a methodology was proposed that aimed to find similar studies that included the use of virtual laboratories, consisting of radar simulators, including aeronautical radar, and that used augmented reality (AR) as an application.
The results found in the studies or articles that were part of the SLR were as follows: greater student interest in the subject; improvement in the quality of teaching through more stimulated instructors; better student learning experience with the use of active teaching methodologies and immersive technologies; and bringing teachers and students closer through a new technology.
As for the restrictions of the study, it can be mentioned that augmented reality is an incipient technology and still little used. Therefore, there are few education professionals trained for its development and application. In addition, depending on the region of Brazil or the place where AR will be applied in education, internet connectivity becomes an obstacle to the application of learning with immersive technologies. In this sense, larger cities and capitals in Brazil have advantages over cities in the interior or those further away from large centers.
Through the results presented, it can be seen that the immersive technologies involved in information and communication technologies (ICTs) bring pedagogical quality to student learning and also higher-quality teaching for teachers. Thus, as the objective of this study was to carry out an SLR that demonstrated this, it was found that the use of these immersive technologies raises the quality of teaching and improves students’ interest in disciplines considered difficult and complex.
As future work, the practical development of a virtual electronics laboratory consisting of an aeronautical radar simulator and its implementation is suggested, with prototyping and product validation testing. In addition, this application could be validated with students and teachers involved in the Education 4.0 process.

Author Contributions

Conceptualization, M.Â.L.M. and C.F.S.G.; Methodology, E.L.P.J., M.Â.L.M. and L.P.F.; Software, E.L.P.J., M.Â.L.M. and C.M.d.A.J.; Validation, E.L.P.J., M.Â.L.M. and A.G.P.; Formal analysis, M.Â.L.M.; Investigation, E.L.P.J., M.Â.L.M. and I.P.d.A.C.; Resources, E.L.P.J., M.Â.L.M. and A.G.P.; Data curation, M.Â.L.M., C.M.d.A.J. and M.d.S.; Writing—original draft, M.Â.L.M. and I.P.d.A.C.; Supervision, C.F.S.G.; Project administration, L.P.F., C.F.S.G. and M.d.S.; Funding acquisition, A.G.P., C.M.d.A.J. and M.d.S. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Data Availability Statement

Not applicable.

Conflicts of Interest

The authors declare no conflict of interest.

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Figure 1. Perspective of XR, VR, MR, and AR.
Figure 1. Perspective of XR, VR, MR, and AR.
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Figure 2. Classification of Radar Types.
Figure 2. Classification of Radar Types.
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Figure 3. The main publication channels per year.
Figure 3. The main publication channels per year.
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Figure 4. The main research themes related to the theme are observed.
Figure 4. The main research themes related to the theme are observed.
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Figure 5. Systematic Literature Review.
Figure 5. Systematic Literature Review.
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Figure 6. Percentage of articles per database.
Figure 6. Percentage of articles per database.
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Figure 7. Evolution of the subjects searched in the databases by year.
Figure 7. Evolution of the subjects searched in the databases by year.
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Figure 8. Identification through databases and records.
Figure 8. Identification through databases and records.
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Figure 9. Research Question 1 graphic results.
Figure 9. Research Question 1 graphic results.
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Figure 10. Research Question 2 graphic results.
Figure 10. Research Question 2 graphic results.
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Figure 11. Research Question 3 graphic results.
Figure 11. Research Question 3 graphic results.
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Figure 12. Research Question 4 graphic results.
Figure 12. Research Question 4 graphic results.
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Figure 13. Research Question 5 graphic results.
Figure 13. Research Question 5 graphic results.
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Figure 14. Research Question 6 graphic results.
Figure 14. Research Question 6 graphic results.
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Figure 15. Research Question 7 graphic results.
Figure 15. Research Question 7 graphic results.
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Figure 16. Research Question 8 graphic results.
Figure 16. Research Question 8 graphic results.
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Table
Table 1. Research Questions (RQs).
Table 1. Research Questions (RQs).
First Stage Questions
Question 1Are virtual labs or virtual simulators with augmented reality being increased in student learning or training?
Question 2What immersive technologies are being used in student learning or training?
Question 3What are the main challenges in implementing augmented reality in student learning or training?
Question 4What are the main opportunities in the implementation of augmented reality in student training?
Question 5What are the main benefits of implementing augmented reality in student learning or training?
Question 6Has the implementation of an augmented reality virtual laboratory increased the quality of student learning or training?
Question 7How effective is augmented reality in learning or training of students?
Question 8Has the implementation of a virtual laboratory with augmented reality increased students’ interest in the content presented in the radar course?
Table
Table 2. Initial Results.
Table 2. Initial Results.
DatabaseQt
ACM Digital Library63
IEEE Digital Library45
Science Direct230
Scopus159
Springer Link724
Web of Science32
Total1253
Table
Table 3. Table of quality evaluation of publications.
Table 3. Table of quality evaluation of publications.
TitleTitle Score
Collaborative Game Model for Teaching Physics Using Smartphone Sensors [49]7.0
Immersive Visualization Techniques in Enhancing and Speeding Pedagogical
Processes of Computing Concepts [50]		9.0
Integrating Operations Simulation Results with an Immersive
Virtual Reality Environment [51]		8.5
Application of Virtual Reality Technology in Distance Higher Education [52]7.0
Velnet: Virtual Environment for Learning Networking [53]6.0
Teaching-Learning Process through VR Applied to Automotive Engineering [54]8.5
A Systematic Mapping Literature of Immersive Learning from SVR Publications [10]8.5
Analysis of Hot Spots and Themes on Virtual Reality Technology Study in Education [55]4.0
Virtual Reality Applied to Physics Teaching [56]8.5
Simulating Educational Physical Experiments in Augmented Reality [57]8.5
Virtual Reality For Anatomical Vocabulary Learning [58]8.5
Design of Water Supply and Drainage Virtual Experiment System [59]9.0
Remote Lab meets Virtual Reality—Enabling immersive access to high tech laboratories from afar [60]8.0
An Approach of Training Virtual Environment for Teaching Electro-Pneumatic Systems [61]9.0
Performance Impact of Simulation-Based Virtual Laboratory on Engineering Students [62]1.0
The Explore of Automation of Professional Practice Teaching Based on the Virtual Laboratory [63]6.0
The Use of New Information Technologies for the Development of Training Programs
for the Training of Future Engineers [64]		3.5
Element and Control System Simulation in CoDeSys and Unreal Engine 4 Development Environment [65]2.5
3D Virtual Learning and Measuring Environment for Mechanical Engineering Education [66]2.0
Remote vs. simulated, virtual or real-time automation laboratory [67]8.5
Design of Large Scale Virtual Equipment for Interactive HIL Control System Labs [68]2.5
Virtual Reality for Education? [69]2.5
A Photorealistic 3D Virtual Laboratory for Undergraduate Instruction
in Microcontroller Technology [70]		4.0
3D Augmented Reality Software Solution for Mechanical Engineering Education [71]8.5
Future of the Electrical Engineering Education on the AR and VR Basis [72]15.0
XR-LIVE: Enhancing Asynchronous Shared-Space Demonstrations with Spatial-Temporal [73]9.0
A Learning Resources Centre for Simulation and Remote Experimentation in Electronics [74]4.5
Immersive Visualization Tool for Pedagogical Practices of Computer Science Concepts: A Pilot Study [75]8.5
Remote Mixed Reality Collaborative Laboratory Activities:
Learning Activities within the Inter Reality Portal [76]		8.5
Implementation of a Virtual Laboratory of Industrial Robots [77]2.5
The Design and Development of Virtual Simulation Experiment for Online Learning [78]11.5
Development of Virtual Training Simulators with Modelica [79]1.0
Intelligent Biohazard Training Based on Real-Time Task Recognition [80]2.5
Students Experience on the Efficacy of Virtual Labs in Online Biology [81]3.0
A case study of virtual circuit laboratory for undergraduate student courses [82]3.0
Feasibility Evaluation: Virtual Laboratory Application Based
on Virtual Reality for Lathe Engine Training Simulation [35]		9.0
A study of how immersion and interactivity drive VR learning [83]7.5
New Techniques for Maintenance and Training in Process Supervision and Control [84]13.0
Table
Table 4. Ten selected papers.
Table 4. Ten selected papers.
PaperTitle
Paper 1Feasibility Evaluation: Virtual Laboratory Application Based on Virtual Reality for Lathe Engine Training Simulation
Paper 2Remote vs. simulated, virtual or real-time automation laboratory
Paper 3Simulating Educational Physical Experiments in Augmented Reality
Paper 43D Augmented Reality Software Solution for Mechanical Engineering Education
Paper 5Virtual Reality for Anatomical Vocabulary Learning
Paper 6Remote Mixed Reality Collaborative Laboratory Activities: Learning Activities within the Inter Reality Portal
Paper 7Virtual Reality Applied to Physics Teaching
Paper 8Integrating Operations Simulation Results with an Immersive Virtual Reality Environment
Paper 9Application of Virtual Reality Technology in Distance Higher Education
Paper 10A Systematic Mapping Literature of Immersive Learning from SVR Publications
Table
Table 5. Data extracted from articles to answer each RQ.
Table 5. Data extracted from articles to answer each RQ.
Papers
12345678910
RQ 1xxxxxxx xx
RQ 2 xxxxxxxxx
RQ 3xxxxxxxxxx
RQ 4xxxxxxxxxx
RQ 5xxxxxxx xx
RQ 6 xxxx x xx
RQ 7x xxx xxxx
RQ 8 xxxx x x
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Pereira Júnior, E.L.; Moreira, M.Â.L.; Portella, A.G.; de Azevedo Junior, C.M.; de Araújo Costa, I.P.; Fávero, L.P.; Gomes, C.F.S.; dos Santos, M. Systematic Literature Review on Virtual Electronics Laboratories in Education: Identifying the Need for an Aeronautical Radar Simulator. Electronics 2023, 12, 2573. https://doi.org/10.3390/electronics12122573

AMA Style

Pereira Júnior EL, Moreira MÂL, Portella AG, de Azevedo Junior CM, de Araújo Costa IP, Fávero LP, Gomes CFS, dos Santos M. Systematic Literature Review on Virtual Electronics Laboratories in Education: Identifying the Need for an Aeronautical Radar Simulator. Electronics. 2023; 12(12):2573. https://doi.org/10.3390/electronics12122573

Chicago/Turabian Style

Pereira Júnior, Enderson Luiz, Miguel Ângelo Lellis Moreira, Anderson Gonçalves Portella, Célio Manso de Azevedo Junior, Igor Pinheiro de Araújo Costa, Luiz Paulo Fávero, Carlos Francisco Simões Gomes, and Marcos dos Santos. 2023. "Systematic Literature Review on Virtual Electronics Laboratories in Education: Identifying the Need for an Aeronautical Radar Simulator" Electronics 12, no. 12: 2573. https://doi.org/10.3390/electronics12122573

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