Abstract
Virtual reality (VR) and augmented reality (AR) technologies have been used in informal science institutions such as science centres, science museums, zoos, botanical gardens, and aquariums to provide visitors with engaging and appealing learning experiences. However, there is a lack of systematic reviews to synthesise the contexts in which such technologies have been applied, how AR/VR-assisted learning is designed, and what learning outcomes have commonly been reported in such learning contexts. A total of 22 studies were identified for this review. We find, first, that AR and VR have been primarily used in science museums and biology learning, mainly for learning content knowledge. Learning activities supported by AR typically involve the scientific observation of phenomena or objects. Second, AR and VR are often used to superimpose supplementary materials onto exhibits and simulate scientific phenomena or visually present abstract concepts. Mobile devices are more prevalent than head-mounted displays or other techniques. Third, perceptions and knowledge achievement are typically measured outcomes, and incorporating AR and VR has the potential to promote academic achievement and perceptions. Several implications are provided for future research.
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This study was funded by the Zhejiang Federation of Humanities & Social Sciences (22NDJC005Z) and National Natural Science Foundation of China (72274171).
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Chen, J., Zhou, Y. & Zhai, J. Incorporating AR/VR-assisted learning into informal science institutions: A systematic review. Virtual Reality 27, 1985–2001 (2023). https://doi.org/10.1007/s10055-023-00789-w
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DOI: https://doi.org/10.1007/s10055-023-00789-w