Cover Image

How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review

Fuente: Wiley Open Access

Saved in:

Bibliographic Details
Main Authors:	Qin Wang, Yanping Li
Format:	Artículo Open Access
Published:	Wiley 2024
Subjects:	Journal of Computer Assisted Learning
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

An augmented reality‐facilitated question‐prompt‐interaction‐evaluation approach to fostering students' case‐handling competence in technical and vocational education
by: Chun‐Chun Chang
Published: (2024)

Design, development and testing of BodoRao —A markerless augmented reality application for endangered language in primary education
by: Dipali Basumatary, et al.
Published: (2024)

Pre‐service teachers' collaborative learning and role‐based drama activity in a virtual reality environment
by: Piia Näykki, et al.
Published: (2024)

Individual differences in executive function affect learning with immersive virtual reality
by: Alyssa P. Lawson, et al.
Published: (2024)

Design and development of a mobile augmented reality‐based learning environment for teaching the lives of scientists
by: Pelin Yildirim, et al.
Published: (2024)

Empowering virtual reality with feedback and reflection in hands‐on learning: Effect of learning engagement and higher‐order thinking
by: Yueh‐Min Huang, et al.
Published: (2024)

An analysis of virtual reality in abdominal surgery—A scoping review
by: Vincent Ochs, et al.
Published: (2024)

The use of leaderboards in education: A systematic review of empirical evidence in higher education
by: Chunqi Li, et al.
Published: (2024)

The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review
by: Ren‐Zhi Luo, et al.
Published: (2024)

Impacts of interacting with an AI chatbot on preservice teachers' responsive teaching skills in math education
by: Dabae Lee, et al.
Published: (2024)

Using multimodal learning analytics as a formative assessment tool: Exploring collaborative dynamics in mathematics teacher education
by: Jewoong Moon, et al.
Published: (2024)

Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta‐analysis
by: Yonggang Wei, et al.
Published: (2024)

Examining students' self‐regulated learning processes and performance in an immersive virtual environment
by: Yi‐Fan Li, et al.
Published: (2024)

A model for assessing student satisfaction with smart classroom environment in higher education
by: Zhicheng Dai, et al.
Published: (2024)

TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials
by: Hyojoon Kim, et al.
Published: (2024)

Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information
by: Ove E. Hatlevik, et al.
Published: (2024)

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load
by: Liujie Xu, et al.
Published: (2024)

ICT and academic achievement in secondary education: A hierarchical linear modelling
by: F. Sehkar Fayda‐Kinik, et al.
Published: (2024)

The quality of prospective mathematics teachers' dynamic geometry tasks in terms of the coordination between mathematical depth levels and technological actions
by: Fadime Ulusoy, et al.
Published: (2024)

I don't have time! But keep me in the loop: Co‐designing requirements for a learning analytics cockpit with teachers
by: Onur Karademir, et al.
Published: (2024)

Learning Newtonian mechanics with an intrinsically integrated educational game
by: Anne van der Linden, et al.
Published: (2024)

Effects of providing EFL learners with additional online and face‐to‐face practise opportunities to promote active learning in higher education
by: Jingrong Liu, et al.
Published: (2024)

Enhancing experiential science learning with virtual labs: A narrative account of merits, challenges, and implementation strategies
by: Ronald L. Reyes, et al.
Published: (2024)

Assessing Computational Thinking Beyond Programming: A Scoping Review of Non‐Programming‐Based Computational Thinking Assessments for K‐12 Education
by: Chenyue Wang, et al.
Published: (2026)

The effect of settings, educational level and tools on computer‐assisted pronunciation training: A meta‐analysis
by: Asma Almusharraf, et al.
Published: (2024)

The impact of frequency and stakes of formative assessment on student achievement in higher education: A learning analytics study
by: Okan Bulut, et al.
Published: (2024)

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement
by: Hüseyin Ateş, et al.
Published: (2024)

Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners' computational thinking, sequencing, self‐regulation and theory of mind skills
by: Jiahong Su, et al.
Published: (2024)

Gamification improves learning: Experience in a training activity of computer programming in higher education
by: Rafael Mellado, et al.
Published: (2024)

Integrating peer assessment cycle into ChatGPT for STEM education: A randomised controlled trial on knowledge, skills, and attitudes enhancement
by: Ting‐Ting Wu, et al.
Published: (2024)

A review of research on computer‐aided translation technologies and their applications to assist learning and instruction
by: Rustam Shadiev, et al.
Published: (2024)

Can interaction with generative artificial intelligence enhance learning autonomy? A longitudinal study from comparative perspectives of virtual companionship and knowledge acquisition preferences
by: Zehang Xie, et al.
Published: (2024)

Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement
by: Davy Tsz Kit Ng, et al.
Published: (2024)

Does AI‐assisted creation of polyphonic music increase academic motivation? The DeepBach graphical model and its use in music education
by: Na Yuan
Published: (2024)

Online or in‐class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?
by: Ali Orhan
Published: (2024)

How Distractions Undermine Attentional Synchronisation in Work‐Based Learning: A Randomised Controlled Study Using Dual Mobile Eye‐Tracking
by: Lion Sieg, et al.
Published: (2025)

Can Generative AI Chatbots Promote Second Language Acquisition? A Meta‐Analysis
by: Mengdi Li, et al.
Published: (2025)

Personalised Language Learning Through Technology: Examining How Digital Literacy Shapes Proficiency and Communication Strategiess
by: Ziyun Zhang, et al.
Published: (2025)

How Do Badges and Freedom of Choice Affect Intrinsic Motivation, Psychological Need Satisfaction and Performance of Online Learners?
by: Sebiha Balci, et al.
Published: (2026)

The use of virtual reality and augmented reality in ultrasound education, a narrative review of the literature
by: Thomas Saliba, et al.
Published: (2024)