Extended Reality in Applied Sciences Education: A Systematic Review DOI Creative Commons
Tien‐Chi Huang, Hsiao-Chun Tseng

Applied Sciences, Journal Year: 2025, Volume and Issue: 15(7), P. 4038 - 4038

Published: April 7, 2025

Augmented Reality (AR), Virtual (VR), and Mixed (MR) technologies—collectively known as Extended (XR)—have ushered in a new era of immersive interactive instruction applied sciences education. This systematic literature review aims to examine the application XR technologies across various scientific educational domains, evaluate their impact on learning outcomes, identify challenges hindering broader integration. Following Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) guidelines, search was conducted using Web Science, ScienceDirect, IEEE Xplore, focusing empirical studies published between 1 January 2010 November 2024, resulting inclusion 56 studies. Among these, 32 (53%) employed VR, 25 (42%) utilized AR, 3 (5%) adopted MR, with 4 exploring combined VR AR. The findings indicate that is primarily higher education settings, such universities graduate programs, whereas AR more prevalent primary secondary education; although MR less frequently used, it exhibits distinct advantages disciplines requiring high interactivity realism. Overall, each modality can enhance motivation, efficiency, immediate knowledge acquisition short-term interventions, while long-term implementation may contribute improved memory retention, increased learner confidence, sustained engagement. Despite persistent challenges—including equipment costs, spatial temporal constraints, small sample sizes, insufficient longitudinal evidence—these underscore transformative potential

Language: Английский

VR-eLAB: A virtual reality platform for electronics education DOI
Mustafa Çatak, Ecir Uğur Küçüksille, Kubilay TAŞDELEN

et al.

Published: Jan. 10, 2025

Geleneksel laboratuvarların yüksek maliyetleri, sürekli teknolojik güncelleme ihtiyacı ve sınırlı kullanım süresi nedeniyle sanal laboratuvarlar önem kazanmıştır. Bu çalışmada, mühendislik eğitimindeki bu zorlukların üstesinden gelmek için Sanal Gerçeklik Tabanlı Elektronik Laboratuvarı (VR-eLAB) tanıtılmaktadır. VR-eLAB, öğrencilerin Blender ‘da oluşturulan Unity oyun motoru kullanılarak entegre edilen 3B modellenmiş devre bileşenlerinden yararlanarak bir ortamda tasarlamalarına simüle etmelerine olanak tanır. laboratuvar uygulaması, öğrenme sürecini geliştirmek amacıyla etkileşimli dinamik modellemesini test etmek Oculus Quest 2 VR başlıklarına edilmiştir. etkinliğini değerlendirmek karşılaştırmalı deney yapılmıştır. Deneyin ardından yapılan anket, katılımcıların %81,1’inin VR-eLAB’yi geleneksel laboratuvarlardan daha etkili bulduğunu ortaya koyarken, %88,2’si zaman yönetimi yararlılığını vurgulamıştır. Öğrenciler, ortamın doğası zenginleştirilmiş deneyimleri yaşadıklarını bildirmişlerdir. bulgular, gerçekliğin elektronik laboratuvarlarını erişilebilir verimli hale getirme, anlayışını katılımını artırma potansiyelini vurgulamaktadır. Çalışma, eğitimdeki dönüştürücü rolünü koymakta pratik becerilerin geliştirilmesini teşvik ederken yöntemlere uygun maliyetli esnek alternatif sunmaktadır.

Citations

0
Using Virtual Reality to Enhance Learning Performance and Address Educational Resource Disparities in Architectural History Courses DOI Open Access
Tingjun Li, Hailong Hu, Haitao Ma

et al.

Sustainability, Journal Year: 2025, Volume and Issue: 17(3), P. 866 - 866

Published: Jan. 22, 2025

Field surveys are an important component of architectural history courses, but they challenging for students with limited resources or geographical constraints. This paper aims to explore the potential virtual reality (VR) technology as a solution this problem by testing its impact on student learning performance in course. Dule Temple, heritage building, is used case study construct VR environment options ground-based free movement modes. A total 102 third-year architecture participated study, experiencing and completing survey. From results, scene’s level detail achieved high levels satisfaction. For performance, results present remarkable interestingness effectiveness education. provides comprehensive experience, enhancing understanding historical context, styles, spatial relationships. These findings show VR’s transformative educational medium, complementing and, some respects, surpassing traditional approaches such field surveys, 2D materials, physical scale models. However, emphasizes that should not entirely replace teaching methods. Instead, combining strengths conventional techniques offers balanced effective strategy approach address imbalance realize sustainable

Language: Английский

Citations

0
Profiling Students by Perceived Immersion: Insights from VR Engine Room Simulator Trials in Maritime Higher Education DOI Creative Commons

Luka Liker,

Demir Barić, Ana Perić Hadžić

et al.

Applied Sciences, Journal Year: 2025, Volume and Issue: 15(7), P. 3786 - 3786

Published: March 30, 2025

Research on students’ immersive experiences with fully virtual reality (VR) technologies is extensively documented across diverse educational settings; however, in maritime higher education, it remains relatively underrepresented. Therefore, by using segmentation analysis, this study aims to profile engineering students at the Faculty of Maritime Studies, University Rijeka, perceived immersion (PIMM) within a Head-Mounted Display (HMD) VR engine room simulator and explore differences their learning benefits (PLBs), future behavioural intentions (FBI), satisfaction (SAT) HMD-VR experience. The sample comprised 84 participants who engaged preliminary trials. A non-hierarchical (K-mean) cluster combined Elbow method, identified two distinct homogeneous groups: Immersionists Conformists. results an independent t-test indicated that exhibited significantly scores regarding benefits, intentions, overall than underscore significance understanding subjective perception implementation further development education training (MET) curricula. However, as based specific case particular context, result may not directly apply broader student population.

Language: Английский

Citations

0
Extended Reality in Applied Sciences Education: A Systematic Review DOI Creative Commons
Tien‐Chi Huang, Hsiao-Chun Tseng

Applied Sciences, Journal Year: 2025, Volume and Issue: 15(7), P. 4038 - 4038

Published: April 7, 2025

Augmented Reality (AR), Virtual (VR), and Mixed (MR) technologies—collectively known as Extended (XR)—have ushered in a new era of immersive interactive instruction applied sciences education. This systematic literature review aims to examine the application XR technologies across various scientific educational domains, evaluate their impact on learning outcomes, identify challenges hindering broader integration. Following Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) guidelines, search was conducted using Web Science, ScienceDirect, IEEE Xplore, focusing empirical studies published between 1 January 2010 November 2024, resulting inclusion 56 studies. Among these, 32 (53%) employed VR, 25 (42%) utilized AR, 3 (5%) adopted MR, with 4 exploring combined VR AR. The findings indicate that is primarily higher education settings, such universities graduate programs, whereas AR more prevalent primary secondary education; although MR less frequently used, it exhibits distinct advantages disciplines requiring high interactivity realism. Overall, each modality can enhance motivation, efficiency, immediate knowledge acquisition short-term interventions, while long-term implementation may contribute improved memory retention, increased learner confidence, sustained engagement. Despite persistent challenges—including equipment costs, spatial temporal constraints, small sample sizes, insufficient longitudinal evidence—these underscore transformative potential

Language: Английский

Citations

0