Special Issue "Augmented Reality and Virtual Reality-supported Sustainable Education"

A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: 15 October 2021.

Special Issue Editors

Prof. Dr. Gwo-Jen Hwang
E-Mail Website
Guest Editor
Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei City 106335, Taiwan
Interests: mobile learning; ubiquitous learning; digital game-based learning; artificial intelligence in education
Special Issues and Collections in MDPI journals
Prof. Dr. Haoran Xie
E-Mail Website
Guest Editor
Department of Computing and Decision Sciences, Lingnan University, 8 Castle Peak Road, Tuen Mun, New Territories, Hong Kong 999077, China
Interests: AI in education; affective computing; digital humanities; educational data mining
Special Issues and Collections in MDPI journals
Prof. Dr. Xiao-Fan Lin
E-Mail Website
Guest Editor
Guangdong Provincial Engineering and Technologies Research Centre for Smart Learning, South China Normal University, Guangzhou 510631, China
Interests: augmented reality; ICT-supported teachers’ professional development; mobile-learning

Special Issue Information

Dear Colleagues,

At present, human beings are at the forefront of the fourth industrial revolution. Augmented reality (AR) and virtual reality (VR) are triggering a new education revolution, which is pulling education to the stage of the development of situated education. Nowadays, global educational development still faces many problems in sustainable education. In the environment of combining situated learning with information technology, AR and VR can bring new scenes to learning and teaching, such as the coach, the facilitator, and the learning partner. The well-designed process of learning and teaching, integrated with AR and VR, which is immersion, navigation, and interaction, could provide situated learning. For example, one could provide rich and personalized support in the digital environment of online education, which lacks emotional communication and engagement, rather than timely pleasure and effect. The integration of AR/VR and other emerging technologies, such as artificial intelligence, big data, and cloud computing, could make similar changes in education and teaching. It will push for education change, including implementation and innovation, such as AR and VR serious games and picture books. Eventually, AR and VR will expand the new learning devices, such as mobile devices and head-mounted displays (HMD), and significantly benefit the development of the sustainable educational cause. We encourage researchers and practitioners to submit original research contributions that may be articles, case studies, critical perspectives, and reviews on topics related to this issue, including, but not limited to, the following:

  • Augmented reality, virtual reality, mixed reality, and other advanced immersive computer technologies
  • Human interface device (HID) to stimulate human touch
  • New devices (e.g., mobile devices, head-mounted displays) in VR and AR used in education
  • The integration of emerging technologies (e.g., artificial intelligence, big data, cloud computing) with AR and VR
  • New ways of situated education (e.g., serious games) with AR and VR
  • The integration of situated educational training (e.g., medical operation, military, aviation, firefighting) with AR and VR
  • Situated learning with AR and VR
  • The systematic review of AR and VR
  • The integration of children's educational books and picture books with AR and VR
  • Human mental health and sustainable development (e.g., adolescent education, equity in educational outcomes)
  • Economic sustainability (e.g., addressing poverty and common prosperity), sharing economy (e.g., sharing bicycles and charging treasures), digital economy (e.g., digital currency, paperless environment)
  • Anti-epidemic (e.g., resource sharing, public welfare organizations, public health system) biochemical materials (e.g., biodegradable, renewable energy)
  • Manufacturing (e.g., recycling factories, sewage treatment)
  • Environmental protection (e.g., climate change, new energy exploitation, resource recovery system)
  • Art design (e.g., material reuse, sustainable design)
  • Social sustainability (e.g., country and region, family and community)
  • The community of human destiny (e.g., intercultural communication, food security, population, and migration)
  • Historical and cultural sustainability (e.g., inheritance of intangible cultural heritage, the inheritance of national languages, the disappearance of dialects and national languages)

Prof. Dr. Gwo-Jen Hwang
Prof. Dr. Haoran Xie
Prof. Dr. Xiao-Fan Lin
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 papers will be 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. Sustainability is an international peer-reviewed open access semimonthly 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 1900 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
  • technology-enhanced learning
  • human interface device (HID)
  • head-mounted displays (HMD)
  • situated learning with AR and VR
  • sustainable design

Published Papers (1 paper)

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Review

Review
A Systematic Review of AR and VR Enhanced Language Learning
Sustainability 2021, 13(9), 4639; https://doi.org/10.3390/su13094639 - 21 Apr 2021
Cited by 3 | Viewed by 968
Abstract
This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main [...] Read more.
This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction. Full article
(This article belongs to the Special Issue Augmented Reality and Virtual Reality-supported Sustainable Education)
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Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Dear Colleagues,

At present, human beings are at the forefront of the fourth industrial revolution. Augmented reality (AR) and virtual reality (VR) are triggering a new education revolution, which is pulling education to the stage of the development of situated education. Nowadays, global educational development still faces many problems in sustainable education. In the environment of combining situated learning with information technology, AR and VR can bring new scenes to learning and teaching, such as the coach, the facilitator, and the learning partner. The well-designed process of learning and teaching, integrated with AR and VR, which is immersion, navigation, and interaction, could provide situated learning. For example, one could provide rich and personalized support in the digital environment of online education, which lacks emotional communication and engagement, rather than timely pleasure and effect. The integration of AR/VR and other emerging technologies, such as artificial intelligence, big data, and cloud computing, could make similar changes in education and teaching. It will push for education change, including implementation and innovation, such as AR and VR serious games and picture books. Eventually, AR and VR will expand the new learning devices, such as mobile devices and head-mounted displays (HMD), and significantly benefit the development of the sustainable educational cause. We encourage researchers and practitioners to submit original research contributions that may be articles, case studies, critical perspectives, and reviews on topics related to this issue, including, but not limited to, the following:

  • Augmented reality, virtual reality, mixed reality, and other advanced immersive computer technologies
  • Human interface device (HID) to stimulate human touch
  • New devices (e.g., mobile devices, head-mounted displays) in VR and AR used in education
  • The integration of emerging technologies (e.g., artificial intelligence, big data, cloud computing) with AR and VR
  • New ways of situated education (e.g., serious games) with AR and VR
  • The integration of situated educational training (e.g., medical operation, military, aviation, firefighting) with AR and VR
  • Situated learning with AR and VR
  • The systematic review of AR and VR
  • The integration of children's educational books and picture books with AR and VR
  • Human mental health and sustainable development (e.g., adolescent education, equity in educational outcomes)
  • Economic sustainability (e.g., addressing poverty and common prosperity), sharing economy (e.g., sharing bicycles and charging treasures), digital economy (e.g., digital currency, paperless environment)
  • Anti-epidemic (e.g., resource sharing, public welfare organizations, public health system) biochemical materials (e.g., biodegradable, renewable energy)
  • Manufacturing (e.g., recycling factories, sewage treatment)
  • Environmental protection (e.g., climate change, new energy exploitation, resource recovery system)
  • Art design (e.g., material reuse, sustainable design)
  • Social sustainability (e.g., country and region, family and community)
  • The community of human destiny (e.g., intercultural communication, food security, population, and migration)
  • Historical and cultural sustainability (e.g., inheritance of intangible cultural heritage, the inheritance of national languages, the disappearance of dialects and national languages)

Prof. Dr. Gwo-Jen Hwang
Prof. Dr. Haoran Xie
Prof. Dr. Xiao-Fan Lin
Guest Editors

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