Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

https://bura.brunel.ac.uk/bitstream/2438/18836/2/FullText.pdf

A cross-cultural study of the intention to use mobile banking between Lebanese and British consumers: Extending UTAUT2 with security, privacy and trust

Augmented Reality and Virtual Reality are not new technologies. But several constraints prevented their actual adoption. Recent technological progresses added to the proliferation of affordable hardware and software have made AR and VR more viable and desirable in many domains, including educa-tion; they have been relaunched with new promises previously unimaginable. The nature of AR and VR promises new teaching and learning models that better meet the needs of the 21st century learner. We’re now on a path to re-invent education. 
This work consists of explaining the reasons behind the new rise of AR and VR and why their actual adoption in education will be a reality in a near fu-ture.

/pdf/augmented-reality-and-virtual-reality-in-education-myth-or-11kryv739g.pdf

Augmented Reality and Virtual Reality in Education. Myth or Reality

The aim of this study was to reveal research trends over the last six years by content analysis and to examine bibliometric results of articles related to the use of augmented reality (AR) in science education. For bibliometric mapping analysis, a total of 147 articles were accessed and for content analysis, a total of 79 articles published between 2013 and 2018 years were included from the Web of Science. From this, a total of 62 articles were selected for analysis. Our results revealed that mobile learning, science education, science learning and e-learning were the most used keywords in articles, while the focus of more recent articles tended to be on mobile learning. The results showed that recent articles have mostly focused on mobile learning and e-learning environments. The most-used words in the abstracts were education, knowledge, science education, experiment and effectiveness. It is evident that recent articles have focused mostly on students' knowledge and achievement. Azuma, Dunleavy and Klopfer are the most cited authors in this field. This is not surprising as they are probably the leading authors on AR in the literature. The most cited journals are Computers & Education, Journal of Science Education & Technology, Educational Technology and Society, Computers in Human Behavior, and British Journal of Educational Technology. These are the most prominent journals on the use of technology in education. Content analysis results showed that “Learning/Academic Achievement”, “Motivation” and “Attitude” have been the most examined variables in the articles. Since academic achievement is highly influenced by motivation and attitude, it is understandable that these variables are considered together in reviewed studies. It was found that mobile applications and marker-based materials on paper have been the most-favored types of materials for AR because these types of materials are easy to use and they can be developed easily and practically. Quantitative studies were the most used research design type but there have been only a limited number of qualitative studies in the last six years. This may be due to the increased tendency to use quantitative and mixed studies in recent years.

Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis

Virtual Reality and Augmented Reality, these days, is offering many useful applications that is attracting greater attention from tourism researchers and professionals. As, AR and VR technologies are evolving, the number of scientific applications is also at increase. VR and AR are proving their worth especially when planning, marketing, education, tourist sport preservation coming to light. The aim of this research paper is to highlight top technologies for Tourism and Hospitality with regard to AR and VR.

Virtual Reality (VR) & Augmented Reality (AR) technologies for tourism and hospitality industry

This study aims to examine 58 articles, published in 8 educational technology journals under the Social Science Citation Index (SSCI) between 2006 and 2016, containing “augmented reality” in their title and, thereby, to determine the trends of using augmented reality (AR) in education by the content analysis technique. In this period of time, the total number of academic publications containing “augmented reality” in the Web of Science database, in all indices, was determined as 3540, and among these publications, 58 articles with SSCI index were analyzed within the scope of the research. It analyzes the change of articles related to AR by years; the usage of methods and data collection tools; education field, educational advantages, the type of applications used, technologies, assets used, physical environments in which researches were carried out, sensory types that applications address to, countries and continents in which the articles were published, and the keywords in these articles. Findings obtained were visualized with tables and graphics. According to the results obtained from the findings, there has been a sudden increase in the number of publications since 2013 and it reached the highest level in 2016, the most commonly used method is the mixed method and the data collection tool is questionnaire, most of the studies are carried out in Science, tablets and smartphones are most used, AR applications address to visual sense mostly and such articles are published mostly in the Asian continent. It has been determined that the most positive effect of AR on education is for academic success and learning motivation. It has been understood that the AR is closely related to disciplines such as human-computer interaction, robotics and remote laboratory systems. In addition, some suggestions have been made to researchers and developers based on these research findings.

Determining the trends of using augmented reality in education between 2006-2016

Mobile Technologies and Augmented Reality in Open Education.

The classification of augmented reality books: a literature review

10th Annual International Conference of Education, Research and Innovation (ICERI) -- NOV 16-18, 2017 -- Seville, SPAIN

Current Trends in Augmented Reality and Forecasts About the Future

Bu arastirmanin amaci, artirilmis gerceklik ile ilgili Turkiye’de hazirlanmis lisansustu tezlerinin incelenmesi ile Turkiye’de son yillarda egitim teknolojileri alaninda kullanim egilimleri yukselen artirilmis gerceklik teknolojisinin mevcut durumunun belirlenmesidir Turkiye’de artirilmis gerceklikle ilgili hazirlanan lisansustu tezlerin analizini iceren herhangi bir arastirma bulunmamaktadir Bu kapsamda, tez basliginda Turkce terim olarak "artirilmis gerceklik" ve Ingilizce karsiligi "augmented reality" bulunan ve erisim durumu "izinli" olan 41 tez calismasi bu arastirmaya dâhil edilmistir Arastirmada, bibliyometrik analiz yontemi kullanilarak bazi bulgulara ulasilmistir Arastirmanin bulgularindan elde edilen sonuclara gore, en cok 2016 yilinda artirilmis gerceklik konusunda tezlerin tamamlandigi, en cok sayida yuksek lisans tezinin hazirlandigi, Ingilizce yazilan tezlerin daha fazla sayida olduguna ulasilmistir Istanbul Teknik Universitesinde ve Bilgisayar Muhendisligi alaninda bu konudaki tezlerin yogunlastigi, isaretci tabanli uygulamalarin ve tasinabilir goruntuleyicilerinin siklikla kullanildigi gibi bazi sonuclar elde edilmistir Ayrica, egitim bilimleri ozelinde ayri bir analiz daha yapilarak, yontem, veri toplama araci, hedef grup, orneklem buyuklukleri ve egitsel alt disiplinlerine gore incelenmistir Arastirma yontemi olarak karma yontem, veri toplama araci olarak test, hedef grup olarak lisans ogrencileri, orneklem buyuklugu olarak 51-100 sayi araligi ve egitsel alt disiplin olarak Fen Bilimleri Egitimi en yuksek sayida tezde islenmistir Arastirmanin sonunda artirilmis gerceklik konusunda calismalar yapan arastirmacilara ve uygulama gelistiricilere bazi oneriler sunulmustur

/pdf/turkiye-de-artirilmis-gerceklikle-ilgili-hazirlanan-tezlerin-6jnktgl93j.pdf

Türki̇ye’de artirilmiş gerçekli̇kle i̇lgi̇li̇ hazirlanan tezleri̇n bi̇bli̇yometri̇k anali̇z yöntemi̇yle i̇ncelenmesi̇

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