E3S Web Conf.
Volume 297, 2021The 4th International Conference of Computer Science and Renewable Energies (ICCSRE'2021)
|Number of page(s)||9|
|Published online||22 September 2021|
Virtual and Augmented Reality in school context: A literature review
1 R.I.T.M laboratory, computer engineering department, E.N.S.E.M, Casablanca, Morocco
2 R.I.T.M laboratory, computer engineering department, E.N.S.E.M, Casablanca, Morocco
* Corresponding author: email@example.com
Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. But, the integration of VR/AR equipment in classrooms raises questions. What is the place of augmented and virtual reality in education and teaching? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the question », and, secondly, to identify principles that can guide the design of educational artefacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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