Immersive Learning Research from SVR Publications: A Re-conduction of the Systematic Mapping Study
Keywords:Empirical studies in HCI, Human-centered computing, Immersive Learning, SVR, Symposium on Virtual and Augmented Reality, Systematic Mapping Literature
Immersive Learning (iL) is known as a recent area of research that uses three-dimensional virtual environments and multi-sensory devices, also known as immersive technologies, to support the improvement of learning outcomes. This work aims to obtain evidence of theoretical and technological aspects of iL from the Symposium on Virtual and Augmented Reality (SVR) publications. A Systematic Literature Mapping protocol was developed and executed in order to select the primary studies to perform the analysis and data extraction. 76 primary studies helped to answer the research questions. A large part of the contributions by the SVR community are virtual environments that support education in the health area. In addition, some gaps and research opportunities were identified: virtual environments that serve audiences with special needs; development frameworks that consider pedagogical aspects; the use of biometric measures to support the validation of improved learning outcomes and more flexible tools that support educators in the development of immersive virtual environments that do not require specific knowledge in coding or 3D modeling.
Akçayır, M. and Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20:1–11. Publisher: Elsevier.
Arulsamy, S. (2012). Multimedia in Medical Education. Journal Digital Creativity, v. 1, n. 1, p. 7–11.
Avcı, S. K., Coklar, A. N., and İstanbullu, A. (2019). The effect of three-dimensional virtual environments and augmented reality applications on the learning achievement: A meta-analysis study. Egitim ve Bilim, 44(198). Publisher: Turk Egitim Dernegi.
Bacca Acosta, J. L., Baldiris Navarro, S. M., Fabregat Gesa, R., and Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology and Society, 2014, vol. 17, núm. 4, p. 133-149. Publisher: International Forum of Educational Technology and Society.
Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., and Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3):382–397. Publisher: Taylor & Francis.
Barbosa, T. and Kronbauer, A. (2019). Panorama of Researches Related to the Application of Virtual Reality in the Health Area in SVR. Pages: 76.
Bass, L., Clements, P., and Kazman, R. (2003). Software Architecture in Practice. Addison-Wesley Professional. Google-Books-ID: ZY6UZTjBnGQC.
Brooke, j. (1996). SUS: A ’Quick and Dirty’ Usability Scale. In Usability Evaluation In Industry. CRC Press. Num Pages: 6.
Cole, B. A. (2005). Mission impossible? special educational needs, inclusion and the re-conceptualization of the role of the senco in england and wales. European Journal of Special Needs Education, 20(3):287–307.
da Silva, M. M., Teixeira, J. M. X., Cavalcante, P. S., and Teichrieb, V. (2019). Perspectives on how to evaluate augmented reality technology tools for education: a systematic review. Journal of the Brazilian Computer Society, 25(1):1–18. Publisher: Springer.
Dengel, A. and Mägdefrau, J. (2018). Immersive learning explored: subjective and objective factors influencing learning outcomes in immersive educational virtual environments. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), pages 608–615. IEEE.
Diehl, S. (2007). Software Visualization: Visualizing the Structure, Behaviour, and Evolution of Software. Springer Science & Business Media. Google-Books-ID: 8OADPxGJOa8C.
Ding, L., Zhou, Y., and Akinci, B. (2014). Building information modeling (bim) application framework: The process of expanding from 3d to computable nd. Automation in construction, 46:82–93.
Fernandes, F., Castro, D., and Werner, C. (2021). A systematic mapping literature of immersive learning from SVR publications. In Symposium on Virtual and Augmented Reality, pages 1–13.
Fernandes, F. and Werner, C. (2021). Work-in-Progress– Supporting Software Engineering Education through Immersive Learning. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN), pages 1–3.
Fernandes, F. A. (2022). Accessibility in the metaverse: Are we prepared? Preprint at [link]
Freitas, S. d. and Neumann, T. (2009). The use of ‘exploratory learning’ for supporting immersive learning in virtual environments. Computers & Education, 52(2):343–352.
Garcia-Palacios, A., Hoffman, H., Carlin, A., Furness, T. A., and Botella, C. (2002). Virtual reality in the treatment of spider phobia: a controlled study. Behaviour Research and Therapy, 40(9):983–993.
Gordy, P. and Ingrid, P. (2020). Non-immersive virtual reality technologies in real estate: How customer experience drives attitudes toward properties and the service provider. Journal of Retailing and Consumer Services, 57:102175. Publisher: Pergamon.
Hedberg, H., Nouri, J., Hansen, P., and Rahmani, R. (2018). A Systematic Review of Learning through Mobile Augmented Reality. Int. J. Interact. Mob. Technol., 12(3):75– 85.
Herrington, J., Reeves, T. C., and Oliver, R. (2007). Immersive learning technologies: Realism and online authentic learning. J. Comput. High. Educ., 19(1):80–99.
Howard, M. C. and Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers & Education, 144:103707. Publisher: Elsevier.
IBGE (2021). Instituto Brasileiro de Geografia e Estatística (IBGE).
Ibáñez, M.-B. and Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123:109–123. Publisher: Elsevier.
Kalantari, S., Contreras-Vidal, J. L., Smith, J. S., Cruz-Garza, J., and Banner, P. (2018). Evaluating educational settings through biometric data and virtual response testing. Publisher: CUMINCAD.
Kaplan, A. D., Cruit, J., Endsley, M., Beers, S. M., Sawyer, B. D., and Hancock, P. A. (2021). The effects of virtual reality, augmented reality, and mixed reality as training enhancement methods: A meta-analysis. Human factors, 63(4):706–726. Publisher: SAGE Publications Sage CA: Los Angeles, CA.
Kim, H. K., Park, J., Choi, Y., and Choe, M. (2018). Virtual reality sickness questionnaire (VRSQ): Motion sickness measurement index in a virtual reality environment. Applied Ergonomics, 69:66–73.
Kitchenham, B. and Charters, S. (2007). Guidelines for Performing Systematic Literature Reviews in Software Engineering. EBSE Technical Report Version 2.3, Keele University and University of Durham.
Köhler, C., Weidner, F., and Broll, W. (2019). AR Training for Paragliding Pilots: An Investigation of User Experience and Requirements. In 2019 21st Symposium on Virtual and Augmented Reality (SVR), pages 92–101.
Lusk, E., Desai, N., Bradshaw, R., Lusk, A., and Butler, R. (2006). An interoperability approach to system software, tools, and libraries for clusters. The International Journal of High Performance Computing Applications, 20(3):401– 407.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., and Davis, T. J. (2014). Effectiveness of virtual realitybased instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70:29–40. Publisher: Elsevier.
Milgram, P. and Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12):1321–1329.
Mili, H., Mili, F., and Mili, A. (1995). Reusing software: Issues and research directions. IEEE transactions on Software Engineering, 21(6):528–562.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., and Group, T. P. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLOS Medicine, 6(7):e1000097. Publisher: Public Library of Science.
Nunes, F. L., Machado, L. S., and Moraes, R. M. (2014). Evolution of Virtual and Augmented Reality in Health: A Reflection from 15 Years of SVR. In 2014 XVI Symposium on Virtual and Augmented Reality, pages 220–229.
Oliveira, A. C. M. T. G. et al. (2007). Vimet–projeto e implementação de um framework para aplicações de treinamento médico usando realidade virtual.
Ozdemir, M., Sahin, C., Arcagok, S., and Demir, M. K. (2018). The effect of augmented reality applications in the learning process: A meta-analysis study. Eurasian Journal of Educational Research, 18(74):165–186.
Paiva, P. V. d. F., Machado, L. S., and Valença, A. M. G. (2013). A Virtual Environment for Training and Assessment of Surgical Teams. In 2013 XV Symposium on Virtual and Augmented Reality, pages 17–26.
Pellas, N., Fotaris, P., Kazanidis, I., and Wells, D. (2019). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4):329–346. Publisher: Springer.
Pressman, R. S. (2005). Software engineering: a practitioner’s approach. Palgrave Macmillan.
Queiroz, A. C. M., Tori, R., Nascimento, A. M., and Leme, M. I. d. S. (2018). Augmented and Virtual Reality in Education: The Role of Brazilian Research Groups. In 2018 20th Symposium on Virtual and Augmented Reality (SVR), pages 170–175.
Radianti, J., Majchrzak, T. A., Fromm, J., and Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147:103778. Publisher: Elsevier.
Robillard, M. P., Bodden, E., Kawrykow, D., Mezini, M., and Ratchford, T. (2012). Automated api property inference techniques. IEEE Transactions on Software Engineering, 39(5):613–637.
Schreiber, A. and Misiak, M. (2018). Visualizing Software Architectures in Virtual Reality with an Island Metaphor. In Chen, J. Y. and Fragomeni, G., editors, Proceedings of the International Conference on Virtual, Augmented and Mixed Reality, Lecture Notes in Computer Science, pages 168–182, Las Vegas, FL, USA. Springer.
Schwind, V., Knierim, P., Haas, N., and Henze, N. (2019). Using Presence Questionnaires in Virtual Reality. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, pages 1–12. Association for Computing Machinery, New York, NY, USA.
Strickland, D. (1997). Virtual Reality for the Treatment of Autism. Virtual Reality in Neuro-Psycho-Physiology, pages 81–86. Publisher: IOS Press.
Sutcliffe, A. and Gault, B. (2004). Heuristic evaluation of virtual reality applications. Interacting with Computers, 16(4):831–849.
Sveistrup, H. (2004). Motor rehabilitation using virtual reality. J NeuroEngineering Rehabil, 1(1):10.
Tekedere, H. and Göke, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental and Science Education, 11(16):9469–9481. Publisher: ERIC.
How to Cite
Copyright (c) 2022 Filipe Fernandes, Diego Castro, Cláudia Werner
This work is licensed under a Creative Commons Attribution 4.0 International License.
JIS is free of charges for both authors and readers, and all papers published by JIS follow the Creative Commons Attribution 4.0 International (CC BY 4.0) license.