Abstract
Given the diversity of interactive instructional systems targeting higher engineering education, a systematic assessment of such systems is desirable in order to offer an overview on the existing landscape. Following a Systematic Mapping protocol (search, extraction, selection, mapping/visualization and discussion), 294 studies have been selected from a publication interval between 2010–2019 and discussed according to venue characterization and field applicability distribution. The resulting analysis demonstrated the various forms of research under which studies are conducted (from Validation Research, Experience Papers to Opinion Papers and Solution Proposal), while offering a specific depiction on the interactive technologies (Augmented/Virtual/Mixed/Simulated Reality, Game-based strategies, Simulation environments, Conversational tools/other bots) used in educational processes (teaching, learning, training, tutoring, practicing, supporting). The current study demonstrates the overall applicability of the Systematic Assessment frameworks to in-depth characterization of such a landscape, providing the preliminaries for a further statistical analysis.
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Ciupe, A., Meza, S., Orza, B. (2021). Systematic Assessment of Interactive Instructional Technologies in Higher Engineering Education. In: Auer, M.E., Rüütmann, T. (eds) Educating Engineers for Future Industrial Revolutions. ICL 2020. Advances in Intelligent Systems and Computing, vol 1328. Springer, Cham. https://doi.org/10.1007/978-3-030-68198-2_75
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