Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review
Abstract
:1. Introduction
2. Methodology
2.1. Identification
2.2. Screening
- only review articles are included;
- only articles about higher education are included;
- only articles using AR/VR technologies are included;
- only articles about remote learning are included
2.3. Eligibility
- The article full text is available in English;
- The article contains a review of multiple articles;
- The article is about higher education;
- The article is about remote learning;
- The article is about AR/VR technologies.
2.4. Included
- Course design, content planning;
- Development of digital learning materials;
- Cognitive load and time management;
- Remote lecturing and content delivery;
- Feedback and interactivity;
- Social involvement, interaction;
- Remote practice, labs, kinesthetic learning;
- Remote evaluation.
3. Results
4. Discussion
- create courses for teachers and lecturers on how to prepare/adapt courses for AR/VR;
- create a framework that would allow teachers easily prepare/adopt their material for AR/VR;
- Do not overload students with need to get familiar with AR/VR in a short time. there should be a possibility to use classical methods to get through the course;
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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P | patients | students in higher education |
I | intervention | use of virtual and/or augmented reality technologies in remote learning |
C | comparison | none |
O | outcome | impact on student performance and engagement |
S | study design | systematic reviews |
Database | Query | Results |
---|---|---|
Scopus | TITLE-ABS-KEY ((“Virtual reality” OR “Augmented reality”) AND (((online OR distance OR remote) AND (study OR education OR learning)) OR e-learning) AND students) AND PUBYEAR > 1999 AND (LIMIT-TO (DOCTYPE, “re”)) | 66 |
Web of Science | TOPIC: ((“Virtual reality” OR “Augmented reality”)) AND TOPIC: (students) AND TOPIC: ((“e-learning” OR ((“online” OR “distance” OR “remote”) AND (“study” OR “education” OR “learning”)))) AND YEAR PUBLISHED: (>1999) | 2 |
No. | Stage | Intervention | Variable | Effect | Review Article | Original Articles |
---|---|---|---|---|---|---|
1 | Course design, content planning | Use of AR technologies with insufficient pedagogue training | Performance | Decrease | [1] | [2] |
Development of digital learning materials | - | - | - | - | - | |
2 | Cognitive load and time management | Usage of complex AR simulations for students, who are not familiar with this complex technology, leading to confusion and astoundment | Performance | Decrease | [1] | [3] |
3 | Cognitive load and time management | Use of AR with insufficient support that can confuse learners and delay the learning process | Performance | Decrease | [1] | [4] |
4 | Cognitive load and time management | Unassisted AR experience with high load/complex course leading to cognitive overload | Performance | Decrease | [1] | [3,5,6] |
5 | Remote lecturing and content delivery | Use of AR in lecturing and content delivery improves focus, attention levels, study process becomes more enjoyable, fun and satisfying | Engagement | Increase | [1] | [7,8,9] |
6 | Feedback and interactivity | Use of AR for calculus and abstract concept visualisation promotes mathematical and cognitive skills in engineering students | Performance | Increase | [1] | [10,11] |
7 | Social involvement, interaction | Use of AR for better face-to-face and remote interactions and collaborations | Engagement | Increase | [1] | [12] |
8 | Social involvement, interaction | Use of AR enables interactions and collaborations which are more similar to natural face-to-face collaboration than screen-based interaction | Engagement | Increase | [1] | [13] |
9 | Social involvement, interaction | Use of AR in academic settings improces learners’ motivation and engagement, especially when game-based approaches are utilized | Engagement | Increase | [1] | [14,15] |
10 | Remote practice, labs, kinesthetic learning | Use of AR had positive influence on learning rate and memorization process of medical students | Performance | Increase | [1] | [16] |
11 | Remote practice, labs, kinesthetic learning | Use of AR increases motivation, engagement, interest and knowledge retention | Engagement | Increase | [1] | [16,17,18] |
12 | Remote practice, labs, kinesthetic learning | Use of virtual worlds promotes student motivation and engagment | Engagement | Increase | [19] | [20] |
13 | Remote practice, labs, kinesthetic learning | Use of virtual worlds promotes spatial knowledge and capability to transfer the knowledge to real world skills | Performance | Increase | [19] | [20] |
14 | Remote practice, labs, kinesthetic learning | Use of VR for interactive presentation and visualization of complex physical experiments has positive effect on learning process | Performance | Increase | [21] | [22] |
15 | Remote practice, labs, kinesthetic learning | Wirtual worlds are as effective for learning as the more traditional Human Patient Simulator | Performance | Increase | [23] | [24] |
16 | Remote practice, labs, kinesthetic learning | Use of virtual labs in physics and chmeistry is as efficient as traditional labs | Performance | No change | [25] | [26] |
17 | Remote practice, labs, kinesthetic learning | Use of virtual partner simulation for medical students reduced performance | Performance | Decrease | [27] | [28] |
18 | Remote practice, labs, kinesthetic learning | Use of virtual partner simulation for medical students didn’t change the performance | Performance | No change | [27] | [29] |
19 | Remote practice, labs, kinesthetic learning | Use of VR for medical students leads to faster mean completion time, lower directional error in Flexible Sigmoidoscopy | Performance | Increase | [30] | [31] |
20 | Remote practice, labs, kinesthetic learning | Use of VR simulation for medical students reduces the mean score and the number of individually completed retroflexion cases | Performance | Decrease | [30] | [32] |
21 | Remote practice, labs, kinesthetic learning | Use of VR simulation for medical students did not change the average task time and patient satisfaction | Performance | No change | [30] | [32] |
22 | Remote practice, labs, kinesthetic learning | use of VR simulation for medicine students in flexible sigmoidoscopy increases patient comfort level | Performance | Increase | [30] | [33] |
23 | Remote practice, labs, kinesthetic learning | Use of VR simulation for medical students in flexible sigmoidoscopy did not change procedural skills such as independence, identifying pathology, landmarks, performing biopsies, adequate visualization | Performance | No effect | [30] | [33] |
24 | Remote practice, labs, kinesthetic learning | Use of VR simulation for medical students improves colonoscopy capabilities | Performance | Increase | [30] | [34,35,36,37,38,39,40,41,42,43] |
25 | Remote practice, labs, kinesthetic learning | Use of VR simulation for medical students made student Esophagogastroduodenoscopy capability worse | Performance | Decrease | [30] | [44] |
26 | Remote practice, labs, kinesthetic learning | Use of VR simulation for medical students improved student Esophagogastroduodenoscopy capability | Performance | Increase | [30] | [45,46,47,48] |
27 | Remote practice, labs, kinesthetic learning | Use of VR simulation for medical students improved endoscopic retrograde cholangiopancreatography (ERCP) capabilities | Performance | Increase | [30] | [49,50,51] |
28 | Remote practice, labs, kinesthetic learning | Use of VR simulation for students - nurses shows that after investment in training new intermediary students and a group of experts had equivalent performance | Performance | Increase | [52] | [53] |
29 | Remote evaluation | Use of VR in remote evaluation is able to discriminate between expert and novice performers | Performance | No change | [54] | [55,56,57] |
30 | Remote evaluation | Computer based simulations and virtual standard patient examinations were unable to distinguish between different exeprience levels | Performance | No change | [54] | [58] |
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Nesenbergs, K.; Abolins, V.; Ormanis, J.; Mednis, A. Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review. Educ. Sci. 2021, 11, 8. https://doi.org/10.3390/educsci11010008
Nesenbergs K, Abolins V, Ormanis J, Mednis A. Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review. Education Sciences. 2021; 11(1):8. https://doi.org/10.3390/educsci11010008
Chicago/Turabian StyleNesenbergs, Krisjanis, Valters Abolins, Juris Ormanis, and Artis Mednis. 2021. "Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review" Education Sciences 11, no. 1: 8. https://doi.org/10.3390/educsci11010008
APA StyleNesenbergs, K., Abolins, V., Ormanis, J., & Mednis, A. (2021). Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review. Education Sciences, 11(1), 8. https://doi.org/10.3390/educsci11010008