Related work1

Related works
The literature analysis for the development of this segment seeks to mainly highlight
certain essential points in the application of mixed reality in the higher education department.
Further, the analysis also highlighted certain core literature reviews conducted within the past
three years by various researchers to offer an extensive insight into the conducted researches
and the gaps that the research sought to fill within this analysis. The studies based on the
aspect of technology have been conducted mainly to illustrate the particularities involved in
the design and development of the features of mixed reality applications and the presently
accessible platforms and tools that can be used to ensure the application of such reality in
education. Yu et al. (2019) presented an analysis on the prevailing platforms that are designed
to enable the application of mixed reality. On the other hand, Wu et al. (2019) conducted
analysis by comparing the existing platforms used in the development of mobile mixed
reality strategies and based their analysis on the developed resources of mixed reality that
such strategies provide for the construction of the educational resolutions mainly based on the
mobile devices.
Another research conducted by Murugan, Balaji, and Rajkumar (2019) surmised that
the mixed reality platforms in the educational procedures are the most current that are
updated by both the developer and user in a cooperative manner and enables for a particular
perception of the tools applied. Kucera, Haffner, and Leskovský (2018), in their research,
addressed the concept of maintainability in relation to the mixed reality aspects and attributes,
mainly identifying and describing the discrepancy of the integration between the soft and
hardware and the mixed reality resolutions. Moreover, from the educational viewpoint,
numerous researchers have explored initiatives via various literature reviews. For instance,
Gerup, Soerensen, and Dieckmann (2020) assessed the application of the mixed and
augmented realities in healthcare, particularly in surgical training. Although the augment and
mixed reality strategies designed did not possess a clear pedagogical structure, they involved
the application of both mixed and augmented realities in teaching and training healthcare
students. The study also evaluated the visions for the future and chances for future studies
within the augmented and mixed reality application for educational settings. Kounlaxay and
Kim (2020), in their research, described the results of their review that the particular direction
of the mixed reality strategies would potentially result in some advantages, including the
increase in students’ motivation to learn. The study by Al Janabi et al. (2020) further
supported the findings by Kounlaxay and Kim and highlighted that the mixed reality
approaches would facilitate a better learning performance among the students since the most
identified challenges by most of the researchers are focused on the difficulty for the learners
to effectively use this form of application in its optimal form to facilitate learning activities.
Frank and Kapila (2017) conducted outlines an explanatory analysis on the
development of mixed reality approaches in the learning environment with the intention of
enhancing the interaction of learners with the laboratory test-beds as well as the overall
engineering education. The authors discussed the integration of mobile devices for the
development of mixed reality in the education environment with the intention of evaluating
their affordances and potential to transform the learning environment and the use mixed
reality to present the educational content to the learners as they interact with various
technologies. The findings from the study demonstrate that mixed reality has achieved
significant impact advances in technological robustness in the educational sector, an aspect
that is in-line with the increasing use of mobile devices to improve the use mixed reality
technology in education (Frank, and Kapila, 2017). Therefore, is important to deepen the
affordance offered by mixed reality, pursuing to enhance quality and value offered by mixed
reality applications as well as taking advantage of the unique characteristics of the technology
to enhance education and the learners’ user experience.
The research conducted by Wish-Baratz et al. (2020) assessed the impact of the
current pandemic to educational procedures, particularly the traditional classroom, thus
demonstrating the advantaged and resources with the potential and opportunity of
transforming the educational environment that is presented by the mixed reality. Besides,
considering that in the perception of mixed reality, since its introduction, has been to seek to
facilitate more active, efficient, and essential learning procedures, different form other
emerging technologies that are applicable in the educational purposes, though have
successfully established a passive procedure, which does not utilize its platforms and
resources to facilitate critical thinking, as well as formation of metacognition or meaning.
On the other hand, Birt and Cowling (2017) assessed the significant attribute
presented by the mixed reality, the application of the mobile devices in the learning process,
which support suburb visualization of the content, which the study assesses as the primary
attribute that the application of mixed reality would offer in expanding education sector.
Further, since the mixed reality resources can effectively engage the learners in the course of
their learning and equally aiding in the enhancement of their visualization skills, an attribute
that is mainly improved by the capability of mixed reality that allows the learners to be
engrossed in the realistic experiences, hence establishing an essential meaning for the
students that actively interact with these resources.
In the analysis of the related works, it was established that the mixed reality possesses
the potential of being applied as an educational approach. Nevertheless, the gap established in
the assessed studies is that they do not provide detailed and complete analysis as attributed to
the application of mixed reality through the utilization of various tools and platforms. hence,
the question on how the mixed reality theories, technologies and models are used particularly
in the higher education has not been adequately assessed. Thus, this systematic literature
review seeks to identify how the mixed reality theories, technologies and tactics have been
designed and assessed within the past four years, mainly focusing on the developmental and
technical necessities for the higher education.
References
Al Janabi, H.F., Aydin, A., Palaneer, S., Macchione, N., Al-Jabir, A., Khan, M.S., Dasgupta,
P., and Ahmed, K., 2020. Effectiveness of the HoloLens mixed-reality headset in
minimally invasive surgery: a simulation-based feasibility study. Surgical
endoscopy, 34(3), pp.1143-1149.
Birt, J. and Cowling, M., 2017. Toward future’mixed reality’learning spaces for STEAM
education. International Journal of Innovation in Science and Mathematics
Education, 25(4).
Frank, J.A. and Kapila, V., 2017. Mixed-reality learning environments: Integrating mobile
interfaces with laboratory test-beds. Computers & Education, 110, pp.88-104.
Gerup, J., Soerensen, C.B. and Dieckmann, P., 2020. Augmented reality and mixed reality for
healthcare education beyond surgery: an integrative review. International journal of
medical education, 11, p.1.
Kounlaxay, K. and Kim, S.K., 2020. Design of Learning Media in Mixed Reality for Lao
Education. CMC-COMPUTERS MATERIALS & CONTINUA, 64(1), pp.161-180.
Kucera, E., Haffner, O. and Leskovský, R., 2018, January. Interactive and virtual/mixed
reality applications for mechatronics education developed in unity engine. In 2018
Cybernetics & Informatics (K&I) (pp. 1-5). IEEE.
Murugan, A., Balaji, G.A. and Rajkumar, R., 2019, November. AnatomyMR: A Multi-User
Mixed Reality Platform for Medical Education. In Journal of Physics: Conference
Series (Vol. 1362, No. 1, p. 012099). IOP Publishing.
Wish-Baratz, S., Crofton, A.R., Gutierrez, J., Henninger, E. and Griswold, M.A., 2020.
Assessment of mixed-reality technology use in remote online anatomy
education. JAMA Network Open, 3(9), pp.e2016271-e2016271.
Wu, W., Hartless, J., Tesei, A., Gunji, V., Ayer, S., and London, J., 2019. Design assessment
in virtual and mixed reality environments: Comparison of novices and experts.
Journal of Construction Engineering and Management, 145(9), p.04019049.
Yu, H., Zhou, Z., Lei, X., Liu, H., Fan, G., and He, S., 2019. Mixed Reality-Based
Preoperative Planning for Training of Percutaneous Transforaminal Endoscopic
Discectomy: A Feasibility Study. World neurosurgery, 129, pp.e767-e775.
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