Review on the Use of Augmented Reality Technology on Computational Thinking Education

Jung-Soon Kim, YoungMi Choi and Sung-Hee Kim ()
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Jung-Soon Kim: Dong-eui University
YoungMi Choi: Dong-eui University
Sung-Hee Kim: Dong-eui University

A chapter in XR and Metaverse, 2025, pp 59-71 from Springer

Abstract: Abstract Augmented Reality (AR) in educational environments enables students to interact with the real world in a natural manner. Numerous studies have reported that AR can enhance students’ learning motivation and commitment, foster problem-solving and inquiry skills, stimulate learning interest and enthusiasm, and significantly boost students’ creativity. Meanwhile, Computational Thinking refers to the thought processes involved in planning, organizing, researching, interpreting, abstracting, decomposing, automating, simulating, and solving problems, as required by computer scientists when carrying out projects. It involves thinking about potential problems and utilizing the basics of computer science, which everyone should possess, to find solutions beyond just programming skills. Many papers have been published on Computational Thinking and STEM related to AR. This paper collects, classifies, and summarizes research on AR-based Computational Thinking and STEM education from 2018 to 2023 over the past five years. It measures learning and approaches using AR in each study, introduces the hardware, software, and interface methods used to create AR, and summarizes the various metrics used to evaluate these projects. We hope this paper serves as a valuable guide for conducting research related to AR and Computational Thinking.

Keywords: Augmented reality; Computational thinking; AR; Education; Interaction; STEM (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/978-3-031-77975-6_5

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