ABSTRACT

This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or high school. The literature revealed common themes including collaboration, communication, critical thinking, attitude, engagement, learning, motivation, performance or achievement, and technology (used or proposed). This literature review will contribute to the field by providing clarity on definitions for VR, AR and MR technologies in consideration of educational use, present an overview of the existing research on VR, AR and MR specific to K–12 educational environments and identify future research needs and directions.

摘要

本文提供了对现有文献的首次回顾，该文献巩固了对在K-12教育环境中使用虚拟，增强和混合现实技术的研究。该评论探讨了2006年至2017年5月之间经过同行评审的学术研究，其中涉及在初中，高中或高中学生的教学中使用虚拟现实（VR），增强现实（AR）或混合现实（MR）技术学校。文献揭示了共同的主题，包括合作，沟通，批判性思维，态度，参与，学习，动机，绩效或成就以及技术（使用或提议）。这份文献综述将通过明确考虑教育用途的VR，AR和MR技术的定义来为这一领域做出贡献，