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Utilization of XR Technology in Distance Collaborative Learning: A Systematic Review

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Cross-Cultural Design. Applications in Learning, Arts, Cultural Heritage, Creative Industries, and Virtual Reality (HCII 2022)

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Abstract

Extended reality technology are raising high hopes among researchers for its use to overcome the difficulties associated with spatial separation in collaborative learning. In this work, a systematic review of the research literature was conducted on the use of extended reality (XR) technology to support distance collaborative learning. We searched Web of Science to collect relevant articles. The articles were manually screened using the inclusion and exclusion criteria which refer to PRISMA [23]. By examining the relevant articles closely, we show the advantages of using XR technology in collaborative learning, such as increasing engagement, increasing students’ interest, and facilitating student interactions. We then analyse the challenges in the application of XR, such as skill requirements for teachers and students, lack of accessibility, and technical issues. Finally, we put forward suggestions for the future development of XR-supported distance collaborative learning environments.

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Acknowledgement

This work was supported by JSPS KAKENHI Grant Numbers 20H00622 and 17KT0154.

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Authors and Affiliations

  1. Graduate School of Information Science and Electrical Engineering, Kyushu University, Fukuoka, Japan

    Jiadong Chen

  2. Faculty of Arts and Science, Kyushu University, Fukuoka, Japan

    Shin’ichi Konomi

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  1. Jiadong Chen
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  2. Shin’ichi Konomi
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Correspondence to Shin’ichi Konomi .

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  1. Tsinghua University, Beijing, China

    Pei-Luen Patrick Rau

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Chen, J., Konomi, S. (2022). Utilization of XR Technology in Distance Collaborative Learning: A Systematic Review. In: Rau, PL.P. (eds) Cross-Cultural Design. Applications in Learning, Arts, Cultural Heritage, Creative Industries, and Virtual Reality. HCII 2022. Lecture Notes in Computer Science, vol 13312. Springer, Cham. https://doi.org/10.1007/978-3-031-06047-2_2

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  • DOI: https://doi.org/10.1007/978-3-031-06047-2_2

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