Considering the increasing importance of Artificial Intelligence in Education (AIEd) and the absence of a comprehensive review on it, this research aims to conduct a comprehensive and systematic review of influential AIEd studies. We analyzed 45 articles in terms of annual distribution, leading journals, institutions, countries/regions, the most frequently used terms, as well as theories and technologies adopted. We also evaluated definitions of AIEd from broad and narrow perspectives and clarified the relationship among AIEd, Educational Data Mining, Computer-Based Education, and Learning Analytics. Results indicated that: 1) there was a continuingly increasing interest in and impact of AIEd research; 2) little work had been conducted to bring deep learning technologies into educational contexts; 3) traditional AI technologies, such as natural language processing were commonly adopted in educational contexts, while more advanced techniques were rarely adopted, 4) there was a lack of studies that both employ AI technologies and engage deeply with educational theories. Findings suggested scholars to 1) seek the potential of applying AI in physical classroom settings; 2) spare efforts to recognize detailed entailment relationships between learners’ answers and the desired conceptual understanding within intelligent tutoring systems; 3) pay more attention to the adoption of advanced deep learning algorithms such as generative adversarial network and deep neural network; 4) seek the potential of NLP in promoting precision or personalized education; 5) combine biomedical detection and imaging technologies such as electroencephalogram, and target at issues regarding learners’ during the learning process; and 6) closely incorporate the application of AI technologies with educational theories.

Application and theory gaps during the rise of Artificial Intelligence in Education

This study aims to investigate the impact of learning materials developed with augmented reality (AR) technology on middle school students' achievement and attitudes towards the course, and to determine their attitudes towards AR applications. In this study, a quasi-experimental design was used in which intact classrooms at two different schools, consisting of a total of one hundred 7th grade middle school students, were randomly assigned to either the experimental or control group. The experimental group completed the “Solar System and Beyond” module of their science course using AR technology, while the control group completed the same module using traditional methods and textbooks. Students in the experimental group were found to have higher levels of achievement and more positive attitudes towards the course than those in the control group. In addition, the results revealed that the students were pleased and wanted to continue using AR applications in the future. They also showed no signs of anxiety when using AR applications. In addition, it was found that academic achievements and attitudes of the students in the experimental group showed a positive, significant and intermediate correlation.

The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education

Mobile internet, cloud computing, big data technologies, and significant breakthroughs in Artificial Intelligence (AI) have all transformed education. In recent years, there has been an emergence of more advanced AI-enabled learning systems, which are gaining traction due to their ability to deliver learning content and adapt to the individual needs of students. Yet, even though these contemporary learning systems are useful educational platforms that meet students’ needs, there is still a low number of implemented systems designed to address the concerns and problems faced by many students. Based on this perspective, a systematic mapping of the literature on AI-enabled adaptive learning systems was performed in this work. A total of 147 studies published between 2014 and 2020 were analysed. The major findings and contributions of this paper include the identification of the types of AI-enabled learning interventions used, a visualisation of the co-occurrences of authors associated with major research themes in AI-enabled learning systems and a review of common analytical methods and related techniques utilised in such learning systems. This mapping can serve as a guide for future studies on how to better design AI-enabled learning systems to solve specific learning problems and improve users’ learning experiences.

AI-enabled adaptive learning systems: A systematic mapping of the literature

While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.

A systematic mapping review of augmented reality applications to support STEM learning in higher education

Developing augmented reality capabilities for industry 4.0 small enterprises: Lessons learnt from a content authoring case study

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

The aim of this study is to investigate the augmented reality (AR) immersion experiences of university students studying in science education. The relationship between interest, usability, emotional investment, focus of attention, presence and flow was examined for university students studying in the science education department who used AR technology. The research design adopted is a correlational method, an established experimental research method. The sample consisted of 180-university students studying in the science education department (32 males, 148 females) of the Faculty of Education. The data obtained were analyzed according to the structural equation model. A model was developed which is capable of explaining 71% of the variance in university students’ flow experiences. According to our model, focus of attention and presence of university students have an influence on their flow experiences. The study also showed that emotional investment and presence of university students influences their focus of attention. In addition, usability and emotional investment of the students influences their interest.

A Model for Augmented Reality Immersion Experiences of University Students Studying in Science Education.

https://files.eric.ed.gov/fulltext/EJ1118215.pdf

Effect of Jigsaw II, reading-writing-presentation, and computer animations on the teaching of Light Unit

Bu arastirma “Gaz Kanunlari” konusunun ogretiminde Ogrenci Takimlari Basari Bolumleri (OTBB), Birlikte Soralim Birlikte Ogrenelim (BSBO) ve Sanal Ortamda Isbirlikli Ogrenme (SOIO) yontemlerinin fen bilimleri ogretmen adaylarinin akademik basarilari, kimya tutumlari uzerindeki etkisini ve ogretmen adaylarinin yontemler hakkindaki goruslerini belirlemek amaciyla yapilmistir. Arastirmada nicel arastirma modelleri icerisinde yer alan deneysel arastirma desenlerinden ontest-sontest karsilastirma gruplu yari deneysel desen kullanilmistir. Arastirmanin orneklemi 2015-2016 egitim ogretim yilinda Ataturk Universitesi Fen Bilgisi Egitimi Anabilim Dalinda ogrenim goren 99 ogretmen adayindan olusmaktadir. Veri toplama araci olarak; akademik basari testi, kimya tutum olcegi ve yontem gorus olcegi kullanilmistir. Elde edilen verilerin analizinde betimsel istatistikler, tek faktorlu ANOVA ve icerik analizinden yararlanilmistir. Uygulama sonunda ogretmen adaylarinin akademik basarilari acisindan BSBO ve OTBB arasinda BSBO lehine ve kimya tutumlari acisindan SOIO ile OTBB arasinda SOIO lehine anlamli fark oldugu belirlenmistir. Ayrica ogretmen adaylari uygulanan ogretim yontemleri hakkinda cogunlukla olumlu goruse sahiptir.

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Gaz kanunlari konusunun öğreti̇mi̇nde üç farkli i̇şbi̇rli̇kli̇ öğrenme yöntemi̇ni̇n etki̇si̇

Arastirmada egitsel oyun ve isbirlikli ogrenmenin 6. sinif ogrencilerinin akademik basarilari, sosyal becerileri ve fen ogrenimi motivasyonlari uzerindeki etkilerini belirlemek amaclanmistir. Arastirmada ontest-sontest karsilastirma gruplu yari deneysel desen kullanilmistir. Arastirmanin calisma grubunu, 2015-2016 akademik yilinda Agri il merkezindeki bir ortaokulun altinci sinifina devam eden 52 ogrenci olusturmaktadir. Veri toplama araci olarak; Akademik Basari Testi, Sosyal Beceri Olcegi ve Fen Ogrenimi Motivasyon Olcegi kullanilmistir. Veriler testin ve olceklerin hem uygulama baslangicinda hem de uygulama bitiminde uygulanarak elde edilmistir. Veriler parametrik testlerin varsayimlarini sagladigi icin analizlerde bagimsiz gruplar t-testi kullanilmistir. Uygulama sonunda egitsel oyun ve isbirlikli ogrenmenin ogrencilerin akademik basarilari uzerinde benzer bir etkiye sahip oldugu belirlenmistir. Ogrencilerin sosyal becerilerini ve motivasyonlarini gelistirmede egitsel oyun yonteminin daha etkili oldugu bulunmustur

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Seyma Caliklar

Papers

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

A Model for Augmented Reality Immersion Experiences of University Students Studying in Science Education.

Effect of Jigsaw II, reading-writing-presentation, and computer animations on the teaching of Light Unit

Gaz kanunlari konusunun öğreti̇mi̇nde üç farkli i̇şbi̇rli̇kli̇ öğrenme yöntemi̇ni̇n etki̇si̇

Eğitsel Oyun ve İşbirlikli Öğrenmenin 6. Sınıf Öğrencilerinin Akademik Başarılarına, Sosyal Becerilerine ve Öğrenme Motivasyonlarına Etkisi