1. Hwang, G.-J., Chang, S.-C., Chen, P.-Y., & Chen, X.-Y. (2017). Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students’ learning performances and behaviors. Educational Technology Research and Development, 66(2), 451–474. doi: 10.1007/s11423-017-9567-5
This article provided an overview of combining technology and education, then focused on one study. Fourth grade students were divided into two groups. During a field trip, one group used an AR-based learning system while the other used a conventional question/feedback system. In post-tests about knowledge gains, the conventional-approach group scored 49.3%, while the AR group scored 63.9%. This article was a tremendous find because it tested AR technology in an educational setting and discovered a significant positive effect, answering my question about if and how AR affects learning.
2. Study on how VR Learning compares to other styles of learning.
This study takes place at the University of Warwick, Coventry, UK, and it includes 99 participants who are split into three categories -- textbook, VR and video learning. All three categories taught the exact same material. Researchers tested participants on knowledge over the material before and after learning took place; researchers also inquired about positive and negative emotions. Researchers found that participants using VR to learn were able to remember things better, and reported a rise in positive emotions, post-test. Those who were placed in textbook and video style learning reported to be less happy post learning.
3. Interactive Visual Aids in Kindergarten Math: Goodwin, K. (2008). The impact of interactive multimedia on kindergarten students’ representations of fractions. Issues in Educational Research, 18(2), 103.
Interactive visual aids can provide more lucid representations of concepts taught in schools. These tools can help students by providing them with already imposed representations and an opportunity to generate their own. The study was conducted over a 12-week period with two classes all teaching fractions to kindergarteners; however, one class was with and one was without interactive whiteboards, digital learning objects and interactive CDs. The class without, acted as the comparison group. They taught using the existing mathematics program—with static representations of fractions, through the completion of text-book exercises. According to their results, the authors of this study saw that the majority of students with interactive visual aids displayed proficiency in areas of mathematics not expected in kindergarten.