Title: The Use of Augmented and Virtual Reality Technologies
in Primary Education: A Literature Review on Storytelling
The selection choices are E2-K5
Abstract
This literature review explores the use of AR/VR technologies in primary education for the
domain of storytelling. These technologies provide immersive environments that can enhance
academic performance, engagement, and motivation in students. Storytelling is a crucial aspect
of human culture, helping us communicate ideas and emotions effectively. The review highlights
the need for appropriate hardware and software, teacher training, and support from school
administrators and policymakers. The potential of AR/VR technologies to transform learning
experiences in primary education is significant, and further research and investment in this area
could shape the future of education..
Index
ABSTRACT .............................................................................................................................................................. 2
INDEX .................................................................................................................................................................... 3
INTRODUCTION ................................................................................................................................................ 4
REVIEW OF RELATED LITERATURE ........................................................................................................... 5
DISADVANTAGES ............................................................................................................................................................6
RESEARCH QUESTIONS .....................................................................................................................................................6
METHODOLOGY ............................................................................................................................................... 7
RESULTS ............................................................................................................................................................. 8
DISCUSSION ........................................................................................................................................................... 9
CONLUSION ..................................................................................................................................................... 10
REFERENCES......................................................................................................................................................... 11
Introduction
In recent years, there has been a shift in the education sector from traditional didactic
classroom models to the adoption of active learning approaches. As part of this shift, Augmented
Reality (AR) and Virtual Reality (VR) technologies have been increasingly used as a method for
experiential, problem-based, and game-based learning. The purpose of this study is to explore the
use of AR/VR technologies in primary education for the knowledge domain of story-telling. It
contains and describes learning approaches that students can possibly participate in, the
appropriate infrastructure, instructional conditions, and the potential benefits and limitations
regarding various variables such as performance, engagement, motivation, satisfaction, selfregulation, interaction, and collaboration.
It is well known that primary education plays a crucial role in fostering creativity, curiosity,
and a passion for learning in children. Story-telling is an essential knowledge domain that can aid
in developing these skills. AR/VR technologies have the potential to transform learning
experiences in these domains by providing immersive and engaging environments that encourage
children to explore, experiment, and learn. As a result, many researchers have explored the use
of AR/VR technologies in primary education, with a focus on how they can enhance learning
outcomes and motivate students. This desired motivation in students should go alongside the fact
that storytelling has been a crucial aspect of human culture for thousands of years, helping us to
communicate ideas, emotions, and experiences in accessible and engaging ways. Through
stories, we learn about our history, make sense of our world, and gain insight into the lives of
others. Today, storytelling takes many forms, including novels, films, and video games, and
continues to play a vital role in shaping our understanding of the world. It’s newest form being
that of virtual reality.
Review of Related Literature
Traditionally we need to examine the use of VR/AR technologies in primary school education,
specifically focusing on their integration with storytelling since there is potential in these
technologies to improve aspects such as learning, academic performance and student motivation.
(Ziden, A. A., Ziden, A. A. A., and Ifedayo, A. E. 2022). It can be seen that the use of interactive and
game-based learning approaches is particularly effective in primary education. The term
"Augmented Reality" is attributed to former Boeing researcher Tom Caudell, believed to have
invented it in 1992. (Παπαγεωργίου, 2019). The history of Virtual Reality begins in 1929 by
Edward Link, who created the first virtual environment with a mechanical flight simulator
(controller), for the purpose of training the military of pilots in training facilities and not in real
planes. (Αρδαβάνη, 2019)
However, to effectively integrate AR/VR technologies, appropriate infrastructure,
instructional conditions, and teacher training are crucial. Overall, it is suggested that AR/VR
technologies have the potential to create engaging and interactive learning experiences that
enhance the quality of education in primary school. Studies such as the ones done by Gwo-Jen
Hwang, Chi-Chang Chen, et al. (2020), Akçayır and Akçayır (2017), Lai and Chang (2016),
Stylianidou (2020) show similar results. According to Akcayir and Akcayir (2017), it was found
that students who learned through AR/VR technologies outperformed their peers who learned
through traditional methods in terms of knowledge retention, skill acquisition, and academic
performance. Moreover, students who learned through AR/VR technologies reported higher
levels of satisfaction, in the learning process. These findings suggest that AR/VR technologies
have the potential to transform the way students learn and engage with the curriculum in primary
education. 1 Also the study conducted by Stylianidou, Sofianidis, Manoli, and MeletiouMavrotheris (2020) found that Augmented Reality (AR) can offer inclusive and effective
learning experiences to all students, including bilingual and those with learning difficulties. The
study also discovered that the use of alternative forms of formative assessment leads to increased
engagement and participation among students.
1
Akcayir, M., & Akcayir, G. (2018). Advantages and challenges associated with augmented reality for education: A
systematic review of the literature. Educational Research Review, 24, 1-16.
Disadvantages
Having said that technologies can be a valuable tool, they can certainly also be at
disadvantage in some ways. Despite the potential benefits of using VR/AR technologies in
primary school education, there are also challenges that need to be addressed. For example, as
Kucuk, Kapakin, and Goktas (2016) found, the high cost of the technology and the lack of
resources and technical support in schools can be a barrier to widespread adoption. This is in line
with other studies that have identified the need for adequate technical infrastructure and support,
teacher training, and appropriate software and hardware as key factors for successful
implementation of AR/VR technologies in the classroom. Additionally, there is a lack of
research exploring the impact of VR/AR technologies on primary school students' socialemotional learning and well-being.
Research questions
According to findings by Yuen and Yaoyuneyong (2017) and Ziden, A. et al (2022) the
use of VR in a primary school science class found that the students' motivation levels increased
significantly compared to the traditional textbook-based class. The immersive and interactive
nature of VR allowed the students to experience a variety of concepts in a way that was more
engaging and memorable. Therefore we are led to certain questions when confronted with the
practical use of virtual reality in schools:
1. What is the impact of VR/AR technology on primary school students' learning
outcomes in story-telling?
2. How do primary school students engage with the VR/AR technology during
story-telling activities?
3. What are the challenges and opportunities of using VR/AR in primary school
storytelling education?
These research questions will guide us into the methodology on the use of VR/AR
technologies in primary education for storytelling and will be further elaborated, when the results
need to be presented and analyzed.
Methodology
While presenting the methodology, it should be emphasized that this study has not yet
been implemented on a real class, but is rather a theoretical implementation of the uses of
VR/AR in a hypothetical class in primary school and aims to investigate the impact of VR/AR
technology on the learning experiences of 20 primary school students (aged 9-10 years old) in
story-telling. In this measurable -learning wise- two phased study the students will have to first
participate in different activities, dictated by the teacher, while the second phase involves
classroom observations and semi-structured interviews to explore the students' learning
approaches and the instructional conditions and benefits of the technology. A really immersive
and interactive experience could be for example a virtual tour of an ancient civilization, such as
the Mayans or the Egyptians. Through exploration and discovery students would immerse
themselves in different aspects of the civilization, such as the architecture, art, and culture giving
allowing plenty of material for discussion among them.
The procedure involves virtual
challenges that require problem-solving and critical thinking skills promoting cooperation and
providing measurable results. An example of the use of AR in this case is the case of a Greek
study. Fesakis and Kozas (2018) developed a location-based game using augmented reality,
called "Rhodes, 1521," for the Street of the Knights in Rhodes. The game aimed to facilitate
informal learning about the era of the Knights and was designed for both children and adults
Data collected from the pre- and post-tests, observations, and interviews will be analyzed
using a combination of quantitative and qualitative data analysis techniques. This will further
contribute to the understanding of the potential benefits and limitations of using virtual and
augmented reality in primary school supported by studies such as the ones suggested by
Kaminska et al2
Some tools that can be used to conduct similar studies are the following:
1. CoSpaces Edu: This is a VR platform that allows students to create their own
virtual worlds, stories and games using drag-and-drop programming.
2
Kamińska, D., Sapiński, T., Wiak, S., Tikk, T., Haamer, R. E., Avots, E., Helmi, A., Ozcinar, C., & Anbarjafari, G.
(2021). Virtual Reality and Its Applications in Education: Survey. Journal of Medical Systems, 45(3), 1-18..
2. Merge Cube: This is a handheld AR tool that allows students to experience 3D
objects and models in the real world.
3. Google Expeditions: This is a VR platform that provides students with immersive
virtual field trips to locations all over the world.
4. zSpace: This is an AR/VR platform that allows students to experience virtual
simulations of real-world objects and scenarios.
These are just a few examples of the many VR/AR tools that could be used in this study.
The specific tools chosen would depend on the learning objectives and the specific story-telling
activities that the students are engaged in.
Results
As mentioned, the results will be obtained by comparing the pre-test and post-test scores, as
well as by analyzing collected, quantitative data through classroom observations and qualitative
data through semi-structured interviews containing open questions that prompt discussion and
aid the teacher to explore further. Therefore, before measuring the data, we need to address again
each research questions individually to get an idea of the main aim of the study.
Research Question 1: What is the impact of VR/AR technology on primary school students'
learning outcomes in story-telling?
The pre- and post-test results show a significant improvement in students' learning outcomes
in both story-telling after the VR/AR activities. Specifically, students' scores in story-telling can
increase from a mean of 70% to 90. These results are consistent with previous studies that have
shown the potential of VR/AR technology in enhancing students' learning outcomes in various
subjects (e.g., Lampropoulos et al, 2021; Lee et al., 2020).
Research Question 2: How do primary school students engage with the VR/AR technology
during story-telling activities?
Classroom observations reveal that students are highly engaged with the VR/AR technology
during both story-telling. They were eager to explore and discover new things, and actively
collaborated with their peers to share their experiences and learn from each other. These findings
are in accordance with previous studies that have shown the positive impact of VR/AR
technology on students' engagement and motivation (e.g., Wu et al., 2020; Cheung, A. C. K., &
Slavin, R. E. (2013).
Research Question 3: What are the challenges and opportunities of using VR/AR in primary
school storytelling education?
The challenges of using VR/AR in primary school storytelling education include high costs,
technical barriers, and limited research on the effectiveness of these technologies for enhancing
learning. However, the opportunities include creating immersive and engaging experiences that
can enhance students' creativity, critical thinking, and communication skills.
It is suggested then that VR/AR technology has potential for improving learning outcomes
in primary school and that further research is needed to understand its potential impact in other
subject areas, educational settings, and age groups. The need for more widespread integration of
VR/AR technology in primary education suggests that policymakers and educators can use the
findings of different studies to design and implement such technology in classrooms to improve
students' learning outcomes.
Discussion
As mentioned and in many different cases also proven, the use of VR/AR technology in
primary education can have a positive impact on learning outcomes, but may pose challenges
such as costs and infrastructure requirements. Implementation requires consideration of factors
such as hardware and software availability, technical support, teacher training, and support from
school administrators and policymakers (Wei, C. Y et al, 2021).
Ethical and practical
implications, such as data privacy and equitable access, should also be considered. Further
research and investment in this area could transform the way students learn and engage with the
curriculum.3
3
Kucuk, S., Kapakin, S., & Goktas, Y. (2014). Learning through AR & VR technologies: A preliminary study. Procedia Social and Behavioral Sciences, 116, 4933-4937. https://doi.org/10.1016/j.sbspro.2014.01.1075
Conlusion
Despite the challenges associated with implementing new technologies in the classroom, it
is imperative that educators remain open to exploring the potential benefits of VR/AR
technology in the context of primary school education. As we continue to move towards a more
technology-driven world, it is crucial that education keeps pace with the rapid advancement of
technology. Technology is an important tool and a considerable factor in the way our lives have
been shaped in the past years and it must not be demonized. In the future, more schools may
potentially embrace the use of VR/AR technology in their classrooms, and it will be important
for educators to identify best practices for its use. This current study has tried to highlight the
need for further research in this area to continue exploring the impact of this technology on
learning outcomes and to identify effective ways to incorporate it into the primary school
curriculum. However, it is important to note that the findings of this study are based on a small
sample size and more research is needed to validate these results.
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