Background: The integration of Text-to-Speech (TTS) and virtual reality (VR) technologies in K-12 education is an emerging trend. However, little is known about how students perceive these technologies and whether these technologies effectively facilitate learning. Objectives: This study aims to investigate the perception and effectiveness of TTS…

Background: AR allows users to experience a digital world that blends seamlessly with the physical world, creating an immersive and interactive experience. This is directly in line with the principles of Situated Learning Theory (SLT) that aim to put students in authentic situations in which they can be actively immersed in real-world activities.…

Background: Students with disabilities are encouraged to achieve rigorous academic standards in science to enhance their understanding of the natural world, acquire life skills and prepare for their successful careers. Augmented reality (AR) enriches the physical world experiences benefiting all students, including those with Intellectual…

Background: Immersive VR is still rarely used as an intervention for meeting the affective end goals of student learning despite its positive impact on affection. Also, studies regarding the use of immersive VR as an intervention for affective achievement in broader educational contexts are still lacking. Objectives: This study aimed to examine…

Background: Previous studies on augmented reality-enriched learning and training indicated conflicting results regarding the cognitive load involved: some authors report that AR can reduce cognitive load, others have shown that AR is perceived as cognitively demanding and can lead to poorer performance. Objectives: The aim of this study is to…

Experiences in immersive 3D virtual reality (VR) are more presence-inducing, and so it may be tempting to claim that content will be learned better in VR. This randomized control trial study on natural selection challenges that assumption. This study answers the question of whether learning STEM in an immersive 3D VR environment is always superior…

Background: Augmented reality (AR) has been incorporated in context-aware ubiquitous learning (CAUL) designs to guide learners but few of the designs adopt specific learning theories. Furthermore, there are no CAUL design models that align learning theories to CAUL effectiveness. In addition, CAUL review papers have not documented CAUL…

Background: Online synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes. Objectives: This study examined the effectiveness of desktop-based virtual reality (VR) social platforms compared to video conferencing (VC) platforms in enhancing students'…

Background: The role of virtual reality (VR) in education is increasing, which raises questions about VR learning in multi-user settings. While collaborative VR learning, characterised by shared goals and low division of labour, is well-researched, cooperative VR learning, which emphasises role differentiation and task interdependence, remains…

Background: As a recently emerging innovative technology, augmented reality (AR) has become a popular tool for language learning. However, to date, very few meta-analytical studies has been conducted on AR in this field to understand its effectiveness on language learning. Objectives: This meta-analysis was conducted to systematically synthesize…

Background: Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates…

Background Study: Virtual reality (VR) is becoming a popular technology for safety training in construction. Several VR training prototypes have been designed and tested, which show they can perform better than traditional training tools. However, most of these existing tools are not underpinned by clear pedagogical theory, and studies assessing…

Background: Inquiry-based learning (IbL) has significantly contributed to science education, and this impact can be enhanced with technology. Augmented Reality (AR) offers 3D visualisation and interactive experiences, whereas Video-based Learning (VbL) provides narratives with visual and audio support. Both methods aid students in exploring,…

Objective: Many industries struggle with training dynamic risk assessment, and how to bridge the gap between safety training and behavior in real life scenarios. In this article, we focus on dynamic risk assessment during a mooring operation and investigate the potential value of using immersive virtual reality (VR) simulations compared to…

Background: Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner-tutor interactions in a simulation-assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice. Objectives: This research…