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A critical outlook at augmented reality and its adoption in education

Carlos Baptista De Lima, Sean Walton Orcid Logo, Tom Owen Orcid Logo

Computers and Education Open, Volume: 3, Start page: 100103

Swansea University Authors: Carlos Baptista De Lima, Sean Walton Orcid Logo, Tom Owen Orcid Logo

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DOI (Published version): 10.1016/j.caeo.2022.100103

Abstract

Despite a significant volume of empirical research suggesting that augmented reality has a positive impact on student learning outcomes, it has not been widely adopted within education. This review critically analyses the literature to determine why this is the case. Our review methodology was based...

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Published in: Computers and Education Open
ISSN: 2666-5573
Published: Elsevier BV 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa60863
first_indexed 2022-08-22T08:48:26Z
last_indexed 2023-01-13T19:21:18Z
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spelling 2022-10-27T12:18:10.8398334 v2 60863 2022-08-22 A critical outlook at augmented reality and its adoption in education 5cb72e4b3cda66098d1ff830b2876fcb Carlos Baptista De Lima Carlos Baptista De Lima true false 0ec10d5e3ed3720a2d578417a894cf49 0000-0002-6451-265X Sean Walton Sean Walton true false 9c68c1446c7e729b181aa579b3661b55 0000-0002-5150-0246 Tom Owen Tom Owen true false 2022-08-22 MACS Despite a significant volume of empirical research suggesting that augmented reality has a positive impact on student learning outcomes, it has not been widely adopted within education. This review critically analyses the literature to determine why this is the case. Our review methodology was based on the PRISMA strategy. A total of 169 papers were identified for use in this study and this group of papers was evaluated using content analysis. Specifically we analysed the research goals, motivation and the extent of the application of co–design in the research papers. We found that the research in this area is primarily student–centred, and a minority of papers apply co–design as a technique. This is significant because it is well understood that student–centred outcomes have the least effect on technology adoption within education. Based on these findings we make a series of recommendations including a shift away from research focused solely on learning outcomes and towards research which also considers how augmented reality integrates into the teaching environment. Journal Article Computers and Education Open 3 100103 Elsevier BV 2666-5573 Augmented reality; Co-design; Adoption; Literature review; Educational technology 1 12 2022 2022-12-01 10.1016/j.caeo.2022.100103 COLLEGE NANME Mathematics and Computer Science School COLLEGE CODE MACS Swansea University Not Required This work was funded by the EPSRC Doctoral Training Partnership at Swansea University (EP/R51312X/1). 2022-10-27T12:18:10.8398334 2022-08-22T09:45:34.3903607 Faculty of Science and Engineering School of Mathematics and Computer Science - Computer Science Carlos Baptista De Lima 1 Sean Walton 0000-0002-6451-265X 2 Tom Owen 0000-0002-5150-0246 3 60863__25077__6a14809bfe6e43d9a78f03da2513fe06.pdf 60863_VoR.pdf 2022-09-05T16:53:51.9342302 Output 1627079 application/pdf Version of Record true © 2022 The Authors. This is an open access article under the CC BY license true eng http://creativecommons.org/licenses/by/4.0/
title A critical outlook at augmented reality and its adoption in education
spellingShingle A critical outlook at augmented reality and its adoption in education
Carlos Baptista De Lima
Sean Walton
Tom Owen
title_short A critical outlook at augmented reality and its adoption in education
title_full A critical outlook at augmented reality and its adoption in education
title_fullStr A critical outlook at augmented reality and its adoption in education
title_full_unstemmed A critical outlook at augmented reality and its adoption in education
title_sort A critical outlook at augmented reality and its adoption in education
author_id_str_mv 5cb72e4b3cda66098d1ff830b2876fcb
0ec10d5e3ed3720a2d578417a894cf49
9c68c1446c7e729b181aa579b3661b55
author_id_fullname_str_mv 5cb72e4b3cda66098d1ff830b2876fcb_***_Carlos Baptista De Lima
0ec10d5e3ed3720a2d578417a894cf49_***_Sean Walton
9c68c1446c7e729b181aa579b3661b55_***_Tom Owen
author Carlos Baptista De Lima
Sean Walton
Tom Owen
author2 Carlos Baptista De Lima
Sean Walton
Tom Owen
format Journal article
container_title Computers and Education Open
container_volume 3
container_start_page 100103
publishDate 2022
institution Swansea University
issn 2666-5573
doi_str_mv 10.1016/j.caeo.2022.100103
publisher Elsevier BV
college_str Faculty of Science and Engineering
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hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Mathematics and Computer Science - Computer Science{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Computer Science
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description Despite a significant volume of empirical research suggesting that augmented reality has a positive impact on student learning outcomes, it has not been widely adopted within education. This review critically analyses the literature to determine why this is the case. Our review methodology was based on the PRISMA strategy. A total of 169 papers were identified for use in this study and this group of papers was evaluated using content analysis. Specifically we analysed the research goals, motivation and the extent of the application of co–design in the research papers. We found that the research in this area is primarily student–centred, and a minority of papers apply co–design as a technique. This is significant because it is well understood that student–centred outcomes have the least effect on technology adoption within education. Based on these findings we make a series of recommendations including a shift away from research focused solely on learning outcomes and towards research which also considers how augmented reality integrates into the teaching environment.
published_date 2022-12-01T14:22:26Z
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