Using augmented reality in programming learning: A systematic mapping study

Monica Gomez Rios, Maximiliano Paredes-Velasco

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

1 Scopus citations

Abstract

Coding skills have become the new language of communication for the tech world. At an educational level, applying the concepts and logic of programming is a complex task for the student. The investigation of this problem was carried out with the intention of knowing if there are tools that could help the student understand programming by using augmented reality technology. For this purpose, a systematic mapping study was carried out to identify, filter and classify the information through a query applied in different ways of research. As a result, 34 articles were selected and classified. The main results show that: a) programming learning is not limited in terms of the student's age; b) Augmented reality has potential advantages in programming learning; c) Due to the extensive content of the programming, applications focused on specific topics were found according to the level of studies; d) The software used in the development of AR applications, mostly uses Unity with Vuforia; and, e) Augmented reality contributes to different learning techniques and styles that improve the way information is perceived and visualized. In conclusion, augmented reality technology has proven to have positive consequences in the programming learning process, providing a starting point for the development of a tool that contributes to the programming learning based on the characteristics found and analyzed in this document.

Original languageEnglish
Title of host publicationProceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021
EditorsThomas Klinger, Christian Kollmitzer, Andreas Pester
PublisherIEEE Computer Society
Pages1635-1641
Number of pages7
ISBN (Electronic)9781728184784
DOIs
StatePublished - 21 Apr 2021
Event2021 IEEE Global Engineering Education Conference, EDUCON 2021 - Vienna, Austria
Duration: 21 Apr 202123 Apr 2021

Publication series

NameIEEE Global Engineering Education Conference, EDUCON
Volume2021-April
ISSN (Print)2165-9559
ISSN (Electronic)2165-9567

Conference

Conference2021 IEEE Global Engineering Education Conference, EDUCON 2021
Country/TerritoryAustria
CityVienna
Period21/04/2123/04/21

Bibliographical note

Funding Information:
This work has been co-funded by GIIAR group of the Universidad Politecnica Salesiana and the Madrid Regional Government, through the project e-Madrid-CM (P2018/TCS- 4307). The e-Madrid-CM project is also co-financed by the Structural Funds (FSE and FEDER)

Funding Information:
ACKNOWLEDGMENT This work has been co-funded by GIIAR group of the Universidad Politécnica Salesiana and the Madrid Regional Government, through the project e-Madrid-CM (P2018/TCS-4307). The e-Madrid-CM project is also co-financed by the Structural Funds (FSE and FEDER).

Publisher Copyright:
© 2021 IEEE.

Keywords

  • Augmented Reality
  • Collaborative learning
  • Computational thinking
  • Learning based on gamification
  • Programming learning

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