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Emerging technologies such as augmented reality are impacting the field of education, it can be seen in the attention given to technology, specifically augmented reality. Systematic reviews on research related to learning through augmented reality aim to find gaps of augmented reality in learning. However, there is a limited number of systematic reviews that analyze current research articles that discuss learning experiences. Thus, this paper aims to analyze recent research articles on (1) the learning experience of augmented reality, (2) the usability of the applied method, (3) issues, and (4) the challenges of learning through augmented reality. Forty-eight articles in the recent five years, from 2018 to 2022, were selected, based on the designed query and PRISMA method. All articles were analyzed and the results show that the System Usability Scale (SUS) is the most popular usability questionnaire and qualitative method to evaluate learning experience. This scale was used in almost 70% of the research articles selected for this review. Several constructs to evaluate learning experience were identified including satisfaction, learning efficiency, assessment, and engagement. The limitations and challenges are summarized into three categories: respondent, data collection, and technical issues. [ABSTRACT FROM AUTHOR]

We designed a microbial science popularization product based on virtual reality technology, "Micro World – Exploring the Microbial Kingdom," and conducted usability tests. Participants used head-mounted VR glasses to experience virtual scenarios teaching microbiological knowledge. The product's user experience was evaluated through a User Experience Questionnaire (UEQ), and the results showed that our product provided both usefulness and enjoyment. In addition, the quality of participants' relevant knowledge acquisition was measured using the Student Education of Educational Quality (SEEQ). The SEEQ results show that "Micro World" is an effective tool for popularizing microbiology science and can actively promote students' independent learning and improve learning quality. [ABSTRACT FROM AUTHOR]

The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students' on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed. [ABSTRACT FROM AUTHOR]

In recent times, science education has turned its attention toward computational modeling (CM). While there exists a substantial body of research on CM case design and practical applications, a notable gap exists in systematic reviews of these studies. Although systematic reviews of computational thinking in science classrooms exist, they diverge from the definition of CM, often omitting pertinent articles. This study adhered to the standardized process of systematic literature review, selecting Web of Science (WOS) and Scopus as the databases. It established search keywords and criteria for the inclusion and exclusion of literature. After multiple rounds of screening, this study ultimately obtained 70 works related to CM. For the results, this study begins with an analysis of publication distribution, research popularity trends, research types, and methodologies. Subsequently, it delves into participant profiles, encompassing their geographical distribution, educational levels, and sample sizes. Furthermore, it scrutinizes case types, modeling tools, and the fundamental functionalities within case design. Lastly, it explores the scientific disciplines and student competencies that researchers prioritize in CM’s practical application, along with the evaluation methods, collected data, and core empirical findings. The findings of this study offer valuable insights for future research directions, catalyzing deeper exploration within the field. [ABSTRACT FROM AUTHOR]

The aim of this study is to use augmented reality and hands-on activity with phonics cubes to create an augmented reality English learning system named the Rolling Alphabet-AR System to investigate its impact on English learning, flow experience, and English self-efficacy for sixth graders. This study adopted quasi-experimental research on 114 sixth graders from Taiwan, which comprised experimental and control groups. The experimental group used the Rolling Alphabet-AR System to learn, and the control group used flash cards and picture cards. Before and after the experiments, these two groups took the Phonics vocabulary, flow experience, and English self-efficacy scales as pre- and posttests. The study was conducted 7 times in 7 weeks for a total of 280 minutes. The pre- and posttest results were analysed by independent sample t tests in SPSS 20.0. Using the Rolling Alphabet-AR System in English learning positively impacts English learning effectiveness and flow experience for sixth graders. This study combined AR learning with manual operations to prove that this combination can effectively improve students' English learning results. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effect of augmented reality (AR) using a 3D app in a smartphone on students' learning outcomes and satisfaction in teaching angle measurement error to vocational high school students with different spatial ability. A quasi-experimental pretest/posttest was employed. There were 197 students from three vocational high schools in the southern, northern, and eastern part of Taiwan participated in this study. To minimize the biased result, we established one control group and one experimental group in each school. The experimental group used multimedia teaching tools and AR technology as a supplement, while the control group was taught by multimedia teaching tools only. We assessed some factors that possibly affect the learning outcomes and learning satisfaction, including different spatial abilities and different digital materials as teaching tools. Our finding highlights that different teaching materials influence students' learning outcomes and satisfaction, whereas spatial ability does not affect. Further discussion and implementation are also identified in this study. [ABSTRACT FROM AUTHOR]

Writing an English research article for novice English as an additional language (EAL) writers is a challenging task that requires experience and training at both the sentence and meaning levels. One strategy that EAL writers employ when writing a research article is the use of formulaic sequences (FSs). However, available FS corpora are general purpose and are very limited in size. Previous studies have reported the effectiveness of FS usage in writing using a small set of FSs. The present work proposes an assistive environment for academic writing improvement through the use of domain-specific FSs. FSs are extracted from published articles and are classified under rhetoric categories using a machine learning technique. The user can then search for and add new FSs of his/her choice from any research article using proposed prototypes. The effectiveness of the proposed approach was evaluated in a real environment. The results show a positive impact of the proposal in terms of academic writing improvement. Novice writers who worked with the proposed prototype reported a significantly higher degree of perceived usefulness than those who worked with the traditional phrasebank approach. [ABSTRACT FROM AUTHOR]

A quasi-experimental, pretest-posttest, non-equivalent control group design was used to examine the effect of a mobile gamification application on third and fourth grade students’ Spanish language achievement and student academic self-efficacy. In this study, the treatment group's Spanish language instruction was through the use ofDuolingo®, a computer and mobile app that uses gamification and adaptive learning technology to teach foreign languages. Students in the control group received their regularly scheduled English L1/Spanish L2 class learning activities. The study was 12 weeks in duration. Students were assessed with a 50-question, multiple-choice English to Spanish and Spanish to English pretest covering vocabulary and grammar to control for prior Spanish language achievement. Students were assessed with the Pattern of Adaptive Learning Scales’ (PALS) Academic Efficacy subscale to control for prior academic self-efficacy. The same two instruments were used as posttests. An analysis of covariance showed no significant difference in students’ Spanish achievement or in academic self-efficacy between students who usedDuolingo® and students who were taught with traditional face-to-face instruction. This demonstrates thatDuolingo® is a useful tool for teaching Spanish to elementary students. [ABSTRACT FROM PUBLISHER]

In English language teaching settings, the type of lecture is important since students should be exposed to instantly recognisable linguistic features in the target language through interaction. This quasi-experimental study was designed to compare the effectiveness of PowerPoint presentations (PPP) and conventional lecture/discussion sessions on the pedagogical content knowledge of the student-teachers of English. PPP were used in the experimental group and conventional lecture/discussion sessions were employed in the control group (CG). The findings revealed that the treatment process was effective on both groups, but the CG achieved better in the post-test. Following the treatment process, the efficiency of the applications was also tested by means of a questionnaire. The CG reflected more positive attitudes towards the conventional lecture/discussion in terms of the quality of instructional strategies, academic language use, professional development, professional perception and problem-solving. [ABSTRACT FROM PUBLISHER]

Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical kindergarten in Hong Kong, with a class of four- to five-year-old children (N=30) and their class teacher, ICT teacher as well as two parent volunteers. A series of art education activities using AR was designed and implemented in the class. Effectiveness of the activities was evaluated through a triangulation of semi-structured interviews with teachers, principal and parents, and surveys administered to children. The results indicated that (1) all the children could design, control and interact with the animated objects generated by the AR application; (2) all the stakeholders interviewed were supportive of this pedagogical innovation and (3) the principal, teachers and parents were concerned about the side effects of using AR in early childhood education. Possible improvements and implications to AR-based art education were also addressed. [ABSTRACT FROM AUTHOR]