Impacts of the Application of Virtual and Augmented Reality on Teaching-Learning Processes in Engineering Courses: A Systematic Literature Review about Learning and Satisfaction on Students
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| Title: | Impacts of the Application of Virtual and Augmented Reality on Teaching-Learning Processes in Engineering Courses: A Systematic Literature Review about Learning and Satisfaction on Students |
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| Language: | English |
| Authors: | dos Anjos, Fernando Elemar Vicente, Rocha, Luiz Alberto Oliveira, da Silva, Débora Oliveira, Pacheco, Rodrigo (ORCID |
| Source: | International Journal of Virtual and Personal Learning Environments. 2022 12(1). |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Electronic Learning, Computer Simulation, Engineering Education, Literature Reviews, Student Satisfaction, Teaching Methods, Learning Processes, Academic Achievement |
| DOI: | 10.4018/IJVPLE.291541 |
| ISSN: | 1947-8518 1947-8526 |
| Abstract: | Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning using virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that in 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research showed that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1349105 |
| Database: | ERIC |
| Abstract: | Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning using virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that in 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research showed that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses. |
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| ISSN: | 1947-8518 1947-8526 |
| DOI: | 10.4018/IJVPLE.291541 |
