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Electronics
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Virtual/Augmented Reality Applications in Education & Life Long Learning
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Virtual/Augmented Reality Applications in Education & Life Long Learning

A special issue of Electronics (ISSN 2079-9292). This special issue belongs to the section "Computer Science & Engineering".

Deadline for manuscript submissions: closed (1 October 2023) | Viewed by 42146

Special Issue Editors

Dr. Ioannis Paliokas

E-Mail
Guest Editor
Department of Accounting & Finance, Democritus University of Thrace (DUTH), 65404 Kavala, Greece
Interests: educational technology; serious games; gamification; mixed-reality applications in education
Special Issues, Collections and Topics in MDPI journals
Dr. Paraskevi Theodorou

E-Mail Website
Guest Editor
Department of Digital Systems, University of Piraeus, 18534 Piraeus, Greece
Interests: AR/VR applications for blind and visually impaired people; educational technology for impaired learners; computational pedagogy; assistive mobile applications
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Recent advances in educational technology have highlighted the importance of virtual and augmented learning experiences in achieving educational goals. Virtual reality (VR) and augmented reality (AR) applications can improve learning by providing students of all ages with memorable experiences in explorative digital environments that would otherwise be impossible to replicate, or at least very expensive.

Moreover, mobile computing allows people to use their own devices in informal and non-formal learning environments, such as museums, libraries and workplaces. Voluntary and self-motivated learning (i.e., life-long learning), for either personal or professional reasons, can be delivered remotely using students’ own devices and infrastructure.

The challenges faced in the application of virtual and/or augmented reality technology in education and life-long learning include, but are not limited to: the search for innovative toolsets for application in a wide range of educational contexts; reducing learner indifference; increasing student adherence to Special Education; and maximizing student loyalty, especially in Higher Education institutions.

This Special Issue aims to present virtual and augmented reality technology, a game-changing approach, as a core element in effective teaching and learning environments, inside and outside of classrooms, to offer immersive and mixed-reality learning experiences. The scope of this issue includes teacher inspiration, design environments, interfaces and multimodality, online aggregators for AR/VR learning materials (reusable) and various multidisciplinary STE(A)M approaches.

Original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Tools to develop educational AR/VR applications;
  • 3D learning object aggregators;
  • Gesture interaction in AR applications for mLearning;
  • Evaluation of educational uses of AR/VR;
  • Collaborative virtual learning environments;
  • Multiuser immersive environments and social networking;
  • Learning analytics from AR/VR environments;
  • Serious games and gamification in AR/VR (including exergames);
  • Educational 3D reconstructions;
  • Mixed-reality applications in non-formal, informal and life-long learning;
  • HMD and see-through headsets in educational applications;
  • Professional training and personal development using AR/VR;
  • Design guidelines and principles for accessible AR/VR interfaces;
  • Learner’s behaviour analysis in VR environments;
  • Immersive training and everyday practice in AR/VR environments;
  • Treatment adherence using AR/VR for patients and caregivers;
  • Educational simulators using immersive environments;
  • Natural 3D interaction in educational mobile AR applications;
  • UAVs and augmented reality in field studies;
  • Challenges in the integration of AR/VR in typical education;
  • Virtual 3D teachers and natural language processing;
  • AR/VR in STEM and STEAM approaches;
  • Privacy modalities, data protection and ethics related to the above issues.

We look forward to receiving your contributions.

Dr. Ioannis Paliokas
Dr. Paraskevi Theodorou
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 submissions that pass pre-check are 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. Electronics 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 2400 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

  • virtual reality
  • augmented reality
  • educational technology
  • virtual learning environments
  • serious games
  • gamification
  • eLearning
  • mLearning

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Related Special Issue

Published Papers (8 papers)

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Editorial

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5 pages, 178 KiB  
Editorial
Virtual/Augmented Reality Applications in Education & Life Long Learning
by Ioannis Paliokas and Paraskevi Theodorou
Electronics 2024, 13(3), 618; https://doi.org/10.3390/electronics13030618 - 1 Feb 2024
Cited by 2 | Viewed by 2682
Abstract
Recent advancements in educational technology highlight the significance of disruptive technologies in enhancing Learning Experiences (LX) in a more targeted, personalized, and engaging context [...] Full article
(This article belongs to the Special Issue Virtual/Augmented Reality Applications in Education & Life Long Learning)

Research

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22 pages, 4816 KiB  
Article
Design, Implementation and Evaluation of Deusto XRL, a Reference Architecture for Extended Remote Laboratories (XRLs)
by Isabela Nardi da Silva, Javier García-Zubía, Unai Hernández-Jayo, João Bosco da Mota Alves and Gertrudes Aparecida Dandolini
Electronics 2023, 12(23), 4812; https://doi.org/10.3390/electronics12234812 - 28 Nov 2023
Viewed by 1353
Abstract
Extended Remote Laboratories (XRLs) have emerged as a potential solution to address the lack of science laboratories in educational institutions, a deficit that hinders the attainment of a Quality Education outlined in the 2030 Agenda for Sustainable Development. By integrating physical assets with [...] Read more.
Extended Remote Laboratories (XRLs) have emerged as a potential solution to address the lack of science laboratories in educational institutions, a deficit that hinders the attainment of a Quality Education outlined in the 2030 Agenda for Sustainable Development. By integrating physical assets with Extended Reality (XR) technologies, XRLs provide an immersive remote laboratory experience. This study presents the development of Deusto XRL, a reference architecture for XRLs, and investigates User eXperience (UX) via a survey involving 150 high-school students. The participants were divided into groups and exposed to different online laboratory experiences: traditional Remote Laboratories (RLs) and XRLs. Feedback scores from the UX survey indicated that the XRLs received the highest ratings, reflecting a positive UX. The results highlight the potential of XRLs to enhance the accessibility and quality of science education, enabling students to engage in immersive learning experiences despite physical laboratory limitations. Future research endeavors will focus on exploring the educational implications and learning outcomes associated with XRL technology. By further investigating the pedagogical aspects of XRLs, this study aims to uncover their potential benefits and educational value. Implementing XRLs in educational settings can revolutionize science education, providing students with interactive and engaging opportunities to deepen their understanding of scientific concepts. Full article
(This article belongs to the Special Issue Virtual/Augmented Reality Applications in Education & Life Long Learning)
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18 pages, 7655 KiB  
Article
The Development of a Model System for the Visualization of Information on Cultural Activities and Events
by Dimitris Kaimaris, Petros Patias, Themistoklis Roustanis, Kostas Klimantakis, Charalampos Georgiadis, George-Julius Papadopoulos, Kostas Poulopoulos and Dimitris Karadimas
Electronics 2023, 12(23), 4769; https://doi.org/10.3390/electronics12234769 - 24 Nov 2023
Cited by 1 | Viewed by 1108
Abstract
The use of augmented reality (AR) is the only meaningful way towards the creation and integration of information into a cultural (and not only) analogue leaflet, flyer and poster, which by their nature have limited informational material. The enrichment of information, which an [...] Read more.
The use of augmented reality (AR) is the only meaningful way towards the creation and integration of information into a cultural (and not only) analogue leaflet, flyer and poster, which by their nature have limited informational material. The enrichment of information, which an analogue leaflet has, with additional descriptive information (text), multimedia (image, video, sound), 3-D models, etc., gives the end recipient/user a unique experience of approaching and understanding a music event, for example. The Digi-Orch is a research project that aims to create smart printed communication materials (e.g., posters, concert programme booklets) and an accompanying AR application to provide this enhanced audience experience to classical music lovers. The paper presents the ways in which AR can extend and enrich an analogue leaflet/flyer/poster, the features of and how to use the developed AR application, as well as the components, architecture and functions of the system. It also presents the different versions of the AR application within the project, starting with the laboratory versions, continuing with the pilot versions in real conditions (music events) and reaching the final prototype and the educational version of the AR application. Full article
(This article belongs to the Special Issue Virtual/Augmented Reality Applications in Education & Life Long Learning)
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16 pages, 14730 KiB  
Article
Hardware in the Loop Simulation for Bottle Sealing Process Virtualized on Unity 3D
by Adrián Villarroel, Danny Toapanta, Santiago Naranjo and Jessica S. Ortiz
Electronics 2023, 12(13), 2799; https://doi.org/10.3390/electronics12132799 - 24 Jun 2023
Cited by 4 | Viewed by 2597
Abstract
This paper details the design and implementation of a virtualized bottle sealing plant using the Hardware in the Loop technique, for which it is divided into two parts: (i) Software consists of a virtualized environment in Unity 3D to visualize its behavior in [...] Read more.
This paper details the design and implementation of a virtualized bottle sealing plant using the Hardware in the Loop technique, for which it is divided into two parts: (i) Software consists of a virtualized environment in Unity 3D to visualize its behavior in real time; and (ii) Hardware was implemented through a PLC S7 1200 AC/DC/RLY (Programmable Logic Controller), which is responsible for the automation of the plant, programmed through the software TIA Portal V16 (Totally Integrated Automation Portal) and a control panel with buttons and indicator lights. The two developed parts communicate through bidirectional TCP/IP Ethernet, achieving a Server–Client architecture. For real-time monitoring and visualization, a SCADA (Supervisory Control and Data Acquisition) system implemented in InTouch is considered. In addition, the data acquisition is accomplished through the OPC (Open Platform Communication) server; the functionality of the OPC server is to transmit the information generated in an industrial plant at the enterprise level. This allows the process to execute its tasks of connectivity of automated processes and their supervision, as well as having scalability so that more tags can be included in other processes over time and ensure its operability. Full article
(This article belongs to the Special Issue Virtual/Augmented Reality Applications in Education & Life Long Learning)
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23 pages, 1935 KiB  
Article
Designing a Technological Pathway to Empower Vocational Education and Training in the Circular Wood and Furniture Sector through Extended Reality
by Juan-José Ortega-Gras, María-Victoria Gómez-Gómez, María-Victoria Bueno-Delgado, Josefina Garrido-Lova and Gregorio Cañavate-Cruzado
Electronics 2023, 12(10), 2328; https://doi.org/10.3390/electronics12102328 - 22 May 2023
Cited by 8 | Viewed by 3171
Abstract
Extended Reality (XR) is a term that refers to virtual, augmented, and, more recently, mixed reality (VR/AR//MR), which are key enabling technologies of the Industry 4.0 (I4.0) and the simulated digital environment of the metaverse. XR enables the simulation of workplace scenarios, providing [...] Read more.
Extended Reality (XR) is a term that refers to virtual, augmented, and, more recently, mixed reality (VR/AR//MR), which are key enabling technologies of the Industry 4.0 (I4.0) and the simulated digital environment of the metaverse. XR enables the simulation of workplace scenarios, providing workers with training in a risk-free environment, resulting in cost savings, improved occupational risk prevention, and enhanced decision-making processes. XR is ideal for supporting digital transformation for organisations in fields such as production, occupational risk prevention, maintenance, and marketing. XR is also a key driver for training initiatives aimed at promoting good practices in the circular economy in specific sectors such as woodworking and furniture (W&F). The European Commission has recognised the potential of XR for the W&F sector, funding initiatives such as the European project, Allview, which seeks to identify the most appropriate and beneficial technologies of I4.0 with a green and digital transition focus from the perspective of vocational education and training (VET). This paper presents the work carried out within the framework of Allview, including the research and comparison of current software and hardware of XR tools suitable for VET in the W&F field, a review of successful examples of XR applied to W&F training actions, and an analysis of the opinions gathered from European students, teachers, and training organisations regarding the use of XR in education. As a result, the authors present a training pathway aimed at the development and implementation of a XR training scenario/lab/environment focused on VR, 360° videos, and MR, as a guideline for developing immersive XR training contents, contributing to the digital and green transformation of VET in the W&F sector. Full article
(This article belongs to the Special Issue Virtual/Augmented Reality Applications in Education & Life Long Learning)
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17 pages, 1477 KiB  
Article
The Impact of Augmented Reality (AR) on Vocabulary Acquisition and Student Motivation
by Jose Belda-Medina and Victor Marrahi-Gomez
Electronics 2023, 12(3), 749; https://doi.org/10.3390/electronics12030749 - 2 Feb 2023
Cited by 11 | Viewed by 5132
Abstract
Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect [...] Read more.
Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students. Full article
(This article belongs to the Special Issue Virtual/Augmented Reality Applications in Education & Life Long Learning)
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18 pages, 986 KiB  
Article
Creating an Immersive XR Learning Experience: A Roadmap for Educators
by Maram Meccawy
Electronics 2022, 11(21), 3547; https://doi.org/10.3390/electronics11213547 - 30 Oct 2022
Cited by 35 | Viewed by 9708
Abstract
The use of extended reality (XR) technologies, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) in education, has attracted much attention in recent years. Many educators have described how XR benefits learners and how useful AR and VR technologies are [...] Read more.
The use of extended reality (XR) technologies, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) in education, has attracted much attention in recent years. Many educators have described how XR benefits learners and how useful AR and VR technologies are in the classroom. However, creating AR and VR educational tools, apps or learning environments is a complex process, hence providing an immersive learning experience using these technologies is not a straightforward journey. As a result, the adoption of these emerging technologies in education might be delayed or halted despite their reported benefits to today’s learners. In this paper, websites, technical articles, academic journals, reports and mobile app stores, relating to the use of XR technologies in education, have been examined. A number of themes have emerged and been reported in this paper, which provides a roadmap for those who would like to create XR experiences for learning and training purposes. The paper also describes the factors that should be considered when selecting an option to follow to introduce such immersive learning experiences. Full article
(This article belongs to the Special Issue Virtual/Augmented Reality Applications in Education & Life Long Learning)
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Review

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29 pages, 2323 KiB  
Review
Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education
by Mohammed A. M. AlGerafi, Yueliang Zhou, Mohamed Oubibi and Tommy Tanu Wijaya
Electronics 2023, 12(18), 3953; https://doi.org/10.3390/electronics12183953 - 20 Sep 2023
Cited by 36 | Viewed by 14063
Abstract
Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning [...] Read more.
Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning experiences. The analysis explores how AR and VR can improve student learning, knowledge retention, and skill acquisition by systematically reviewing existing the literature from diverse educational domains, including K-12 education, higher education, STEM education, professional training, and lifelong learning. Additionally, the research investigates the pivotal role of AR and VR in fostering immersive and interactive learning environments, unveiling how these technologies promote active learning, collaboration, and critical thinking through simulations and interactive experiences. The evaluation considers the potential of AR and VR beyond traditional classroom settings in distance education and assesses the feasibility of virtual classrooms, web-based learning environments, and Massive Open Online Courses (MOOCs). A significant aspect of the study involves understanding student attitudes toward AR and VR technologies and their influence on intrinsic motivation, interest, and enthusiasm for the learning material. Based on a thorough analysis of relevant literature, the research aims to provide practical recommendations for educators to effectively incorporate AR and VR into education practices. The recommendations prioritize a pedagogically sound design, educator training, and accessibility consideration to ensure equitable access for all learners. In summary, this extensive research reveals the significant impact of AR and VR on education by understanding the strengths, limitations, and challenges of making informed decisions on utilizing these technologies to create engaging, impactful learning experiences, fostering a generation of technologically proficient and knowledge-driven learners. Full article
(This article belongs to the Special Issue Virtual/Augmented Reality Applications in Education & Life Long Learning)
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