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Computers
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Xtended or Mixed Reality (AR+VR) for Education 2024
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Xtended or Mixed Reality (AR+VR) for Education 2024

A special issue of Computers (ISSN 2073-431X).

Deadline for manuscript submissions: closed (1 August 2024) | Viewed by 7467

Special Issue Editors

Dr. Veronica Rossano

E-Mail Website
Guest Editor
Department of Computer Science, University of Bari, Via Orabona, 4, 70125 Bari, Italy
Interests: human-robot interaction; humanoid robot; man-machine systems; augmented reality; education; online learning; moodle; learning management system; dashboards
Dr. Michele Fiorentino

E-Mail Website
Guest Editor
Department of Mechanics, Mathematics and Management (DMMM), Polytechnic University of Bari, 70126 Bari, Italy
Interests: mixed reality; industrial applications; technical training; user studies
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Educational technologies have shown great impact on learning effectiveness, engagement, and motivation. Experts claim that recent advances in MR, and thus virtual and augmented reality, are candidates for becoming the next generation of educational tools. The advantages are manifold: AR technology makes the acquisition of knowledge and skills and the related visualization at the right place (registration of multimedia content) and time (understanding the specific user needs) possible in real time.

VR at different levels of immersion can provide very flexible educational payload anytime and anywhere, and thus education and learning materials become more accessible. While the gaming industry is providing low-cost and effective devices with quick turnarounds, there are many issues still to be solved. The scientific literature is still not mature and lacks user studies and guidelines in different fields (such as surgery, plane flying, etc.), user age information, and background information.

In this Special Issue, we would like to present methods, experiences, case studies, and experiments which could potentially lead to significant advances in MR reality for learning.

The main topics include but are not limited to:

  • MR for schools, education, and children;
  • MR for impaired, disabilities, rehab;
  • MR virtualization of learning—principles, technologies, tools;
  • Design and implementation of augmented reality learning environments;
  • MR educational guidelines and user studies;
  • Aspects of environmental and augmented reality security and ethics;
  • Science education methods;
  • MR industrial professional training;
  • MR social and technical issues;
  • Augmented healthcare, quality of life, and well-being;
  • Augmented reality for sports training;
  • Augmented reality and serious games;
  • Rehabilitation and assistive augmentation;
  • Augmented intelligence. 

Dr. Veronica Rossano
Dr. Michele Fiorentino
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Computers is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • augmented reality
  • virtual reality
  • mixed reality
  • educational technology
  • serious games
  • sports training
  • industrial training
  • rehabilitation

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Published Papers (4 papers)

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Research

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16 pages, 9862 KiB  
Article
Interactive Application as a Teaching Aid in Mechanical Engineering
by Peter Weis, Lukáš Smetanka, Slavomír Hrček and Matúš Vereš
Computers 2024, 13(7), 170; https://doi.org/10.3390/computers13070170 - 10 Jul 2024
Viewed by 1293
Abstract
This paper examines the integration of interactive 3D applications into the teaching process in mechanical engineering education. An innovative interactive 3D application has been developed as a teaching aid for engineering students. The main advantage is its easy availability through a web browser [...] Read more.
This paper examines the integration of interactive 3D applications into the teaching process in mechanical engineering education. An innovative interactive 3D application has been developed as a teaching aid for engineering students. The main advantage is its easy availability through a web browser on mobile devices or desktop computers. It includes four explorable 3D gearbox models with assembly animations, linked technical information, and immersive virtual and augmented reality (AR) experiences. The benefits of using this application in the teaching process were monitored on a group of students at the end of the semester. Assessments conducted before and after the use of the interactive 3D application measured learning outcomes. Qualitative feedback from students was also collected. The results demonstrated significant improvements in engagement, spatial awareness, and understanding of gearbox principles compared to traditional methods. The versatility and accessibility of the application also facilitated self-directed learning, reducing the need for external resources. These findings indicate that interactive 3D tools have the potential to enhance student learning and engagement and to promote sustainable practices in engineering education. Future research could explore the scalability and applicability of these tools across different engineering disciplines and educational contexts. Full article
(This article belongs to the Special Issue Xtended or Mixed Reality (AR+VR) for Education 2024)
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17 pages, 13529 KiB  
Article
Augmented Reality in Primary Education: An Active Learning Approach in Mathematics
by Christina Volioti, Christos Orovas, Theodosios Sapounidis, George Trachanas and Euclid Keramopoulos
Computers 2023, 12(10), 207; https://doi.org/10.3390/computers12100207 - 16 Oct 2023
Cited by 4 | Viewed by 3249
Abstract
Active learning, a student-centered approach, engages students in the learning process and requires them to solve problems using educational activities that enhance their learning outcomes. Augmented Reality (AR) has revolutionized the field of education by creating an intuitive environment where real and virtual [...] Read more.
Active learning, a student-centered approach, engages students in the learning process and requires them to solve problems using educational activities that enhance their learning outcomes. Augmented Reality (AR) has revolutionized the field of education by creating an intuitive environment where real and virtual objects interact, thereby facilitating the understanding of complex concepts. Consequently, this research proposes an application, called “Cooking Math”, that utilizes AR to promote active learning in sixth-grade elementary school mathematics. The application comprises various educational games, each presenting a real-life problem, particularly focused on cooking recipes. To evaluate the usability of the proposed AR application, a pilot study was conducted involving three groups: (a) 65 undergraduate philosophy and education students, (b) 74 undergraduate engineering students, and (c) 35 sixth-grade elementary school students. To achieve this, (a) the System Usability Scale (SUS) questionnaire was provided to all participants and (b) semi-structured interviews were organized to gather the participants’ perspectives. The SUS results were quite satisfactory. In addition, the interviews’ outcomes indicated that the elementary students displayed enthusiasm, the philosophy and education students emphasized the pedagogy value of such technology, while the engineering students suggested that further improvements were necessary to enhance the effectiveness of the learning experience. Full article
(This article belongs to the Special Issue Xtended or Mixed Reality (AR+VR) for Education 2024)
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Review

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28 pages, 1499 KiB  
Review
A Scoping Review on Hazard Recognition and Prevention Using Augmented and Virtual Reality
by Tauqeer Faiz, Mark Tee Kit Tsun, Abdullah Al Mahmud and Kwan Yong Sim
Computers 2024, 13(12), 307; https://doi.org/10.3390/computers13120307 - 23 Nov 2024
Viewed by 784
Abstract
Hazard recognition and prevention techniques utilize augmented reality (AR) and virtual reality (VR) technology for immersive training and identification of potential hazards. Currently, no scoping reviews exist specifically on hazard recognition and prevention using AR and VR, which is crucial for forming evidence-based [...] Read more.
Hazard recognition and prevention techniques utilize augmented reality (AR) and virtual reality (VR) technology for immersive training and identification of potential hazards. Currently, no scoping reviews exist specifically on hazard recognition and prevention using AR and VR, which is crucial for forming evidence-based guidelines. This scoping review aimed to identify the use of AR and VR in hazard recognition and prevention, identify research gaps, and provide future recommendations. This Joanna Brings Institute (JBI) approach was used to investigate hazard recognition and prevention with AR and VR interventions. A total of six reliable databases were included: Google Scholar, IEEE Xplore, ACM Digital Library, PubMed, Scopus, and APA PsycNet, focusing on records and publications from the last five years. The review identified 5438 publications, with 22 meeting final inclusion criteria. The major findings include the use of AR and VR for teaching new skills, ensuring health and safety, enhancing realism, developing cognitive skills, improving performance, increasing engagement, and stimulating a sense of presence. Limitations identified include limited or non-diverse sample size, absence of real-world scenarios or contextual learning, inadequate game mechanics, insufficient validation of test results, lack of dynamic game behaviour, insufficient expert inclusion, technology issues, long-term impact assessment, and cost comparisons with traditional approaches. Technological issues have emerged as an additional impediment, limiting the efficacy of AR/VR applications in hazard recognition and prevention. In light of these findings, future research should focus on integrating contextual learning, expert inclusion, sample recruitment, expert validation, long-term impact assessment, and resolving technological challenges to enhance AR/VR applications’ efficacy and real-world viability. Full article
(This article belongs to the Special Issue Xtended or Mixed Reality (AR+VR) for Education 2024)
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43 pages, 1980 KiB  
Review
A Bibliometric Analysis Exploring the Acceptance of Virtual Reality among Older Adults: A Review
by Pei-Gang Wang, Nazlena Mohamad Ali and Mahidur R. Sarker
Computers 2024, 13(10), 262; https://doi.org/10.3390/computers13100262 - 12 Oct 2024
Viewed by 1364
Abstract
In recent years, there has been a widespread integration of virtual reality (VR) technology across various sectors including healthcare, education, and entertainment, marking a significant rise in its societal importance. However, with the ongoing trend of population ageing, understanding the elderly’s acceptance of [...] Read more.
In recent years, there has been a widespread integration of virtual reality (VR) technology across various sectors including healthcare, education, and entertainment, marking a significant rise in its societal importance. However, with the ongoing trend of population ageing, understanding the elderly’s acceptance of such new technologies has become a focal point in both academic and industrial discourse. Despite the attention it garners, there exists a gap in understanding the attitudes of older adults towards VR adoption, along with evident needs and barriers within this demographic. Hence, gaining an in-depth comprehension of the factors influencing the acceptance of VR technology among older adults becomes imperative to enhance its utility and efficacy within this group. This study employs renowned databases such as WoS and Scopus to scrutinize and analyze the utilization of VR among the elderly population. Utilizing VOSviewer software (version 1.6.20), statistical analysis is conducted on the pertinent literature to delve into research lacunae, obstacles, and recommendations in this domain. The findings unveil a notable surge in literature studies concerning VR usage among older adults, particularly evident since 2019. This study documents significant journals, authors, citations, countries, and research domains contributing to this area. Furthermore, it highlights pertinent issues and challenges surrounding the adoption of VR by older users, aiming to identify prevailing constraints, research voids, and future technological trajectories. Simultaneously, this study furnishes guidelines and suggestions tailored towards enhancing VR acceptance among the elderly, thereby fostering a more inclusive technological milieu. Ultimately, this research aspires to establish an encompassing technological ecosystem empowering older adults to harness VR technology for enriched engagement, learning, and social interactions. Full article
(This article belongs to the Special Issue Xtended or Mixed Reality (AR+VR) for Education 2024)
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