Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature Review
Applied Sciences,
Год журнала:
2025,
Номер
15(6), С. 3223 - 3223
Опубликована: Март 15, 2025
Given
the
advancements
in
artificial
intelligence
and
extended
reality
technologies,
this
study
aims
to
examine
integration
of
intelligent
tutoring
systems
into
augmented
virtual
environments
through
a
systematic
literature
review.
Following
PRISMA
framework,
32
related
theoretical,
showcase,
case
studies
published
during
period
2015–2024
are
examined.
Based
on
results,
combination
technologies
emerged
as
an
effective
educational
means
that
can
support
both
students
teachers,
promote
lifelong
learning,
face-to-face,
blended,
online
learning
across
levels
workplace.
These
offered
immersive,
realistic,
interactive
personalized
experiences.
Additionally,
they
could
identify,
monitor,
analyze
students’
characteristics,
performance,
preferences,
motivational,
cognitive,
psychological
states.
also
adapt
content,
resources,
activities,
assessment
according
needs
make
suitable
recommendations.
Their
ability
offer
tailored
real-time
feedback,
guidance,
analytics,
evaluation
was
highlighted.
it
revealed
these
meaningful
experiences
enhance
affective,
psychomotor,
embodied
self-directed
collaborative
experiential
approaches.
Regarding
benefits,
who
learnt
using
demonstrated
increased
engagement,
motivation,
confidence,
immersion,
enjoyment.
The
reported
better
outcomes
academic
enhanced
knowledge
skills,
improved
information
understanding
recall.
This
presents
main
topics
areas
examined,
goes
over
existing
challenges,
suggests
future
research
directions.
Finally,
emphasizes
importance
capitalizing
human
machine
students,
meet
their
needs,
provide
them
with
quality
education
opportunities.
Язык: Английский
Implementing Augmented Reality Models in the Classroom Environment Using Merge Cubes: A Quantitative Study of the Effects on Students’ Cognitive Load and Motivation
Education Sciences,
Год журнала:
2025,
Номер
15(4), С. 414 - 414
Опубликована: Март 26, 2025
The
present
study
investigates
the
extent
to
which
use
of
Merge
Cubes
as
haptic
AR
tools
in
classroom—realized
construction
technology
lessons
at
a
vocational
college
an
exemplary
case—influences
cognitive
load
and
motivation
learners.
A
quasi-experimental
field
was
conducted
using
questionnaire
pre-post
design
including
control
group
Germany
(North
Rhine-Westphalia).
During
intervention
phase,
students
experimental
worked
with
materials
such
textbooks
worksheets
that
were
specifically
expanded
include
Cube
learning
tool,
while
only
used
conventional
materials.
In
both
pre-
post-test,
learners
recorded
questionnaires.
results
indicate
can
reduce
load:
extraneous
decreased
over
course
intervention,
whereas
for
increased
significantly
comparison.
addition,
germane
slightly
group,
decreased.
With
regard
intrinsic
learners,
groups
increase,
although
difference
between
two
not
significant.
Based
on
these
results,
further
factors
influencing
effect
implications
practical
classroom
are
discussed,
concrete
validation
requires
research.
Язык: Английский