Editorial for the Special Issue on Advances in Augmented and Mixed Reality in Education

The Education Sciences Special Issue, Advances in Augmented and Mixed Reality in Education (Available online: https://www.mdpi.com/journal/education/special_issues/Advances_Augmented_Mixed_Reality_Education, accessed on 28 August 2023), focuses on the educational applications of augmented reality (AR) and mixed reality (MR). AR/MR applications are emerging technologies in the immersive learning landscape that take advantage of technological innovations in hardware and software for both non-mobile (web AR) and mobile devices, such as AR gears, AR glasses, and sensors [1]. They have gained growing interest among educational researchers and practitioners in recent years, and are expected to enter mainstream adoption in educational settings in the very near future. The affordances offered by AR/MR technologies could move education to a new era by revolutionizing how people of all ages obtain new knowledge and skills, as well how they interact with each other and with their environment.

AR/MR applications usually include AR interactive books and objects modelling emerging from educational objects such as worksheets, notebooks, and AR cards [2]. Recently, museums and/or exhibitions (art, science, etc.) of educational interest have included AR/MR experiences to bring their exhibits to life and engage visitors, including students, in discovering and learning additional information about what they see [3]. These kinds of applications advance inquiry-based learning, as users can retrieve additional information on the content they are interested in and interact with 3D models through actions such as rotation and customization. AR/MR gaming and skills training are also expected to be widely exploited within education in the near future, while explaining abstract and difficult concepts could be also enhanced through AR/MR applications [4]. There are also some location-based AR/MR educational applications, enhancing the interaction between students and real mobile learning environments. These applications could be used in wider contexts, including ‘learning out of the classroom’, providing students with on-the-spot information and additional knowledge [5]. Another application of AR/MR is that of laboratories, constituting a critical part of scientific fields of study [6].

Despite the increased interest in AR/MR devices as learning tools, relevant research studies are still limited due to the relative novelty and lack of widespread adoption of AR/MR technologies in education. This Special Issue has filled an important gap in the literature by compiling a collection of incisive contributions from scholars around the world investigating the infiltration of AR/MR into teaching and learning practices and experiences. The issue includes eight articles—six articles reporting on primary research studies, one review article, and one conceptual essay—which examine critical issues surrounding AR/MR integration in different educational levels, domains, and learning contexts.

Meletiou Mavrotheris et al. (doi: 10.3390/educsci10050144) and Lasica et al. (doi: 10.3390/educsci10040121)provided an overview of the main insights gained from the design, pilot testing, and implementation of two teacher professional development programs developed within the EU-funded projects (Living Book: Augmenting Reading for Life and EL-STEM: Enlivened Laboratories within STEM Education respectively). Living Book exploited the affordances of AR to address the underachievement of European youth in reading skills. The Living Book ‘Augmented Teacher’ course developed through the project empowers European educators from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences through combining offline activities promoting reading literacy with online experiences of books’ ‘virtual augmentation’ and with social dynamics. Living Book also developed the ‘Augmented Parent-Trainer’ course which provides training to teachers on how to involve parents, particularly those from disadvantaged and/or migrant backgrounds, in pro-reading activities that support the overall Living Book strategy at home. EL-STEM aimed to foster an innovation ‘ecosystem’ in European secondary schools (ages 12–18) that can facilitate the more effective and efficient user-centric design and use of AR resources for personalized STEM learning and teaching. The EL-STEM professional development course—which was designed, implemented, and improved via two cycles of iteration by following the educational design research (EDR) approach—acquaints secondary teachers with ways in which they could employ AR (but also VR/MR) to promote students’ engagement in STEM education and to strengthen their 21st century skills. In both Living Book and EL-STEM, after the completion of training, teachers engage in guided field practice through the design and implementation of AR-enhanced lesson plans. Meletiou Mavrotheris et al.(doi: 10.3390/educsci10050144) described the design of the ‘Augmented Teacher’ and ‘Augmented Parent-Trainer’ courses and reported on the main experiences gained from their pilot testing and the follow-up classroom experimentations that took place in four partner countries (Cyprus, Estonia, Portugal, and Romania). The study findings, obtained through cross-national in-depth post-surveys of teachers (n = 57) and students (n = 100), contributed useful insights into the accumulating body of AR-enhanced education by highlighting the multiple possibilities for augmenting students’ engagement in reading and learning offered by AR, but also several challenges that still prevent its mainstream adoption. Lasica et al.(doi:10.3390/educsci10040121) focused on teachers’ perspectives regarding the impact of STEM-related interventions on their students’ motivation and learning, as well as on the factors that influence teachers’ level of technology acceptance. The data collection tools included a teacher survey based on a Technology Acceptance Model (TAM) completed by participants (20 teachers from the first iteration in Cyprus; 5 teachers from the second iteration in Greece), teacher interviews, and observations of classroom interventions. Findings highlight the potential benefits and challenges surrounding the integration of AR within the STEM educational process.

Sáez-López et al. (doi: 10.3390/educsci10020026) also focused on teacher education in AR-enhanced learning, but on pre-service rather than on in-service teacher training. The authors described a study that aimed to assess the impact, practices, and attitudes generated from the use of AR in the initial training of pre-service teachers. The study participants were 87 prospective primary school teachers, in their second year of study at a university in Spain who were enrolled in a history education course. A teaching intervention took place during the course. Prospective teachers were familiarized with AR applications, worked in group projects to design AR-enhanced educational material for primary students on the Iberian cultural heritage of their area, and presented their work to the other groups. Data were obtained through a pre-/post-survey administered to participants before and after the intervention, which included both closed Likert-type questions and open essay-type questions. Analyzing the collected data showed that participants positively valued the introduction of AR into teacher training. A Wilcoxon t-test indicated statistically significant improvements in their perspectives regarding the potential of AR applications to promote students’ motivation and participation in the learning process, as well as the development of their communication, collaboration, creativity, and innovation skills. At the same time, participants pointed out various obstacles that prevent the wide-scale adoption of AR in educational contexts, including limited teacher professional development opportunities and material resources, and educators’ persistence on traditional practices.

Similar to Sáez-López et al.(doi: 10.3390/educsci10020026), Stylianidou et al. (doi: 10.3390/educsci10040095) also explored the introduction of AR at the primary school level, but focused on learners. The authors reported on a teaching intervention that utilized the Alternate Reality Game (ARG) called ‘Helping Nemo’, enhanced with AR for formative assessment, within a learning context designed based on the principles of Universal Design for Learning (UDL). The purpose of the study was to investigate the ways in which a learning environment that combines the affordances of ARG and AR within a UDL framework impacted upon students’ level of engagement and participation in the learning process, and responded to their diverse needs. The study took place in a Grade 2 classroom of a public rural primary school in Cyprus with 24 students (ages 7–8). The data collection methods included classroom observations and focus groups with the students. Findings indicate that the use of alternative forms of formative assessment that combine the affordances of AR and ARG led to higher levels of engagement and participation in the learning process of all students, including bilingual students, students with learning disabilities, and disengaged students.

Jesionkowska et al. (doi: 10.3390/educsci10080198) conducted a research study that explored the use of AR in secondary education. The study investigated the method of Active Learning for the teaching of STEAM subjects using a format where students were tasked with building an AR application as part of their learning. The Active Learning AR format was originally conceived and iteratively refined from a series of five workshops delivered to different audiences. In this article, the authors focused on the workshop that took place at Oxford Brookes University and was offered as an extracurricular activity targeting teenage students (ages 14–17) and their teachers. Fifteen students (n = 15) and four teachers, with basic coding skills but no prior experience in AR, participated in the workshop. Students formed groups of 2–3 which worked to design an AR application, while teachers observed and supported all groups with the technical challenges. Jesionkowska et al. (doi: 10.3390/educsci10080198) evaluated the impact of the intervention through a qualitative case study approach, and the collection of multiple forms of data (observation, teacher interviews, student post-survey, student work samples). Their findings suggest that the Active Learning AR format can be an effective approach for promoting students’ STEAM technical skills and artistic skills, while also having a positive impact on the development of important 21st-century skills. The authors argued the Active Learning AR format can be embedded into regular STEAM curricula in the future in order to provide more holistic and engaging education.

Pedaste et al. (doi: 10.3390/educsci10040094) conducted a systematic review to analyze studies that have applied an inquiry-based learning approach and have used mobile AR/MR in one or more inquiry phases. The authors considered the purposes, potential advantages, application characteristics, and effects of using AR in inquiry-based learning. Following the application of specified inclusion criteria to 55 identified studies, 15 studies were extracted and analyzed. AR was used with elementary school students in eight of these studies, with middle school students in seven studies, and with high school students in only two studies. The analysis showed that mobile AR, in the context of inquiry-based learning, has mostly been implemented to achieve different cognitive learning outcomes and, less frequently, higher motivation and more positive emotions. Metacognitive skills and collaboration have not often been in focus. While a variety of both maker-based and marker-less technical solutions have been used for implementing AR in inquiry-based learning, the affordances of AR have been applied at a limited level by focusing mainly on the conceptualization phase and less on the investigation phase of the inquiry process. Only two studies have implemented AR solutions in either the orientation phase or the conclusion phase, while no study has applied AR in the discussion phase. Pedaste et al. (doi: 10.3390/educsci10040094)concluded their study by pointing out the need for future studies to focus more on applying AR in different phases of inquiry and on assessing inquiry skills as well, as none of the reviewed studies specifically evaluated the learning gains in inquiry skills.

Only two papers focused on learning contexts beyond the primary or secondary level (those by Pence and Schaffernak et al.). The article by Pence (doi: 10.3390/educsci10020034) is a conceptual essay that critically examines the impact of AR and other new and emerging technologies (e.g., 3D printing, virtual reality, and artificial intelligence) on undergraduate chemistry education. The author first provides a brief description of the ways in which instructional tools based on this new generation of technologies can be used to teach the virtualization skills that are important for future chemists. He then goes on to explain how this group of new technologies can promote personalized learning in ways that would be difficult to achieve, even with one-on-one tutoring, through the provision of learning environments that support the aptitudes, interests, and goals of individual learners. At the same time, Pence (doi: 10.3390/educsci10020034) explains how these technologies might cause students to become more isolated and prevent them from developing the social skills required in the modern workplace. He concluded the study by stressing the need for chemistry instructors to adapt to change by introducing pedagogical strategies for the effective integration of these technologies in ways that exploit their affordances to promote personalized learning, while at the same also encouraging interpersonal communication and collaboration.

Schaffernak et al. (doi: 10.3390/educsci10040086) conducted an empirical study which aimed to counteract the tendency for gender equality in the aviation industry by identifying potential applications of AR in pilot education that could address gender diversity and improve teaching methods. In the study, potential application areas for AR-supported pilot training were investigated by administering a survey to a multi-national European sample of 60 pilots and flight instructors (48 males and 12 females). In the first part of the survey, typical AR use cases applied in other industries were presented in videos, and the pilots had to indicate the extent to which they thought AR has beneficial applications in different parts of the flight training program. AR navigation was the use case considered to be most beneficial by both females and males. In the second part of the survey, pilots were inquired about different aspects of the pilot training in which AR could be used. The majority of both genders agreed that AR could potentially be used in theoretical instruction, pre-flight aircraft inspection, and procedure training. In the last part of the survey, participants rated their preferences regarding different game concepts. Both gender groups showed similar preferences for gaming concepts that make learning more interesting and engaging, such as receiving positive feedback for correct actions. However, a higher percentage of women than men valued the achievement of a target or the receipt of points when successfully finishing a task. The inclusion of a scenario to attract the player’s attention was preferred by a higher percentage of men than women. As the authors pointed out, their study findings have implications for AR educational content that supports gender diversity in pilot education and other technical domains.

In summary, the eight articles included in the Special Issue, Advances in Augmented and Mixed Reality in Education, cover a broad range of topics relating to the educational applications of AR/MR. Six of these articles are original cutting-edge empirical studies which demonstrate validated practical experiences related to the design, development, and educational application of AR/MR technologies. A review article and a conceptual issue are also included, contributing to future research and theory—building by presenting an integrative and critical literature review, and a reflective forecasting of new instructional technologies and tendencies. The included papers highlight the potential of AR/MR to transform teaching and learning by providing multiple examples of the successful incorporation of AR/MR in different educational levels and disciplines. At the same time, they point to various pedagogical and technical challenges that need to be overcome in order for academic institutions to widely and effectively adopt AR/MR.