Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature Review
Given the advancements in artificial intelligence and extended reality technologies, this study aims to examine the integration of intelligent tutoring systems into augmented reality and virtual reality environments through a systematic literature review. Following the PRISMA framework, 32 related t...
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MDPI AG
2025-03-01
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| author | Georgios Lampropoulos |
| author_facet | Georgios Lampropoulos |
| author_sort | Georgios Lampropoulos |
| collection | DOAJ |
| description | Given the advancements in artificial intelligence and extended reality technologies, this study aims to examine the integration of intelligent tutoring systems into augmented reality and virtual reality environments through a systematic literature review. Following the PRISMA framework, 32 related theoretical, showcase, and case studies published during the period of 2015–2024 are examined. Based on the results, this combination of technologies emerged as an effective educational means that can support both students and teachers, promote lifelong learning, and support face-to-face, blended, and online learning across educational levels and in the workplace. These systems offered immersive, realistic, and interactive learning environments and personalized learning experiences. Additionally, they could identify, monitor, and analyze students’ characteristics, performance, preferences, and motivational, cognitive, and psychological states. These systems could also adapt the learning content, resources, activities, and assessment according to students’ needs and make suitable recommendations. Their ability to offer tailored and real-time feedback, guidance, analytics, and evaluation was highlighted. Additionally, it was revealed that these systems offer meaningful learning experiences and enhance cognitive, affective, psychomotor, and embodied learning through self-directed learning, collaborative learning, personalized learning, and experiential learning approaches. Regarding learning benefits, students who learnt using this combination demonstrated increased engagement, motivation, confidence, immersion, and enjoyment. The students also reported better learning outcomes and academic performance, enhanced knowledge and skills, and improved information understanding and recall. This study also presents the main topics and areas examined, goes over the existing challenges, and suggests future research directions. Finally, the study emphasizes the importance of capitalizing on both human intelligence and machine intelligence to support students, meet their needs, and provide them with quality education and lifelong learning opportunities. |
| format | Article |
| id | doaj-art-71c60d0f2c8f4ddfa34187e4087d511c |
| institution | DOAJ |
| issn | 2076-3417 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Applied Sciences |
| spelling | doaj-art-71c60d0f2c8f4ddfa34187e4087d511c2025-08-20T02:42:45ZengMDPI AGApplied Sciences2076-34172025-03-01156322310.3390/app15063223Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature ReviewGeorgios Lampropoulos0Department of Applied Informatics, School of Information Sciences, University of Macedonia, 54636 Thessaloniki, GreeceGiven the advancements in artificial intelligence and extended reality technologies, this study aims to examine the integration of intelligent tutoring systems into augmented reality and virtual reality environments through a systematic literature review. Following the PRISMA framework, 32 related theoretical, showcase, and case studies published during the period of 2015–2024 are examined. Based on the results, this combination of technologies emerged as an effective educational means that can support both students and teachers, promote lifelong learning, and support face-to-face, blended, and online learning across educational levels and in the workplace. These systems offered immersive, realistic, and interactive learning environments and personalized learning experiences. Additionally, they could identify, monitor, and analyze students’ characteristics, performance, preferences, and motivational, cognitive, and psychological states. These systems could also adapt the learning content, resources, activities, and assessment according to students’ needs and make suitable recommendations. Their ability to offer tailored and real-time feedback, guidance, analytics, and evaluation was highlighted. Additionally, it was revealed that these systems offer meaningful learning experiences and enhance cognitive, affective, psychomotor, and embodied learning through self-directed learning, collaborative learning, personalized learning, and experiential learning approaches. Regarding learning benefits, students who learnt using this combination demonstrated increased engagement, motivation, confidence, immersion, and enjoyment. The students also reported better learning outcomes and academic performance, enhanced knowledge and skills, and improved information understanding and recall. This study also presents the main topics and areas examined, goes over the existing challenges, and suggests future research directions. Finally, the study emphasizes the importance of capitalizing on both human intelligence and machine intelligence to support students, meet their needs, and provide them with quality education and lifelong learning opportunities.https://www.mdpi.com/2076-3417/15/6/3223artificial intelligenceaiintelligent tutoring systemsintelligent tutorsvirtual assistantschatbots |
| spellingShingle | Georgios Lampropoulos Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature Review Applied Sciences artificial intelligence ai intelligent tutoring systems intelligent tutors virtual assistants chatbots |
| title | Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature Review |
| title_full | Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature Review |
| title_fullStr | Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature Review |
| title_full_unstemmed | Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature Review |
| title_short | Augmented Reality, Virtual Reality, and Intelligent Tutoring Systems in Education and Training: A Systematic Literature Review |
| title_sort | augmented reality virtual reality and intelligent tutoring systems in education and training a systematic literature review |
| topic | artificial intelligence ai intelligent tutoring systems intelligent tutors virtual assistants chatbots |
| url | https://www.mdpi.com/2076-3417/15/6/3223 |
| work_keys_str_mv | AT georgioslampropoulos augmentedrealityvirtualrealityandintelligenttutoringsystemsineducationandtrainingasystematicliteraturereview |