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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Islamic Studies and Education Journal Journal of Learning Innovation and Educational Technology
Neni Sriwahyuni
STAI YPI Al-Ikhsan Painan
Religion Education Other

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The Potential and Limitations of Augmented Reality and Virtual Reality in Enhancing Conceptual Understanding Neni Sriwahyuni; Muharleni
Islamic Studies and Education Journal Vol. 1 No. 2 (2026): April
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i2.120

Abstract

The rapid advancement of digital technology has encouraged the integration of Augmented Reality (AR) and Virtual Reality (VR) as innovative learning tools capable of providing interactive and immersive learning experiences. However, the effectiveness of these technologies in enhancing conceptual understanding remains inconsistent across educational contexts. This study aims to comprehensively analyze the potential and limitations of AR and VR in learning, particularly regarding students’ conceptual understanding. A qualitative approach employing a Systematic Literature Review (SLR) method was adopted following the PRISMA 2020 guidelines. Data were collected from articles indexed in Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar published between 2015 and 2025. Following the screening and selection process, 36 eligible articles were analyzed using thematic analysis. The findings reveal that AR and VR have significant potential to improve the visualization of abstract concepts, learning motivation, student engagement, and exploration-based learning experiences. Nevertheless, their impact on conceptual understanding is not always consistent and is strongly influenced by instructional design quality, pedagogical integration, learner characteristics, as well as infrastructure readiness and teacher competencies. Furthermore, challenges such as cognitive load, implementation costs, and digital access disparities remain significant barriers to the adoption of immersive technologies in education. This study highlights that the effectiveness of AR and VR depends not merely on technological sophistication but also on their integration with appropriate pedagogical strategies. Therefore, the development of more comprehensive AR- and VR-based learning models is necessary to support meaningful and sustainable conceptual understanding.
Artificial Intelligence-Supported Personalized Learning for Enhancing Students' Critical Thinking Skills: A Systematic Literature Review Muharleni; Neni Sriwahyuni
Journal of Learning Innovation and Educational Technology Vol. 1 No. 1 (2026): June 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jliet.v1i1.109

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed education toward more personalized, adaptive, and learner-centered approaches. Although numerous studies have reported the benefits of AI in improving learning quality, comprehensive evidence explaining the relationship between AI, personalized learning, and students' critical thinking skills remains limited. This study aims to examine the implementation of AI in personalized learning, identify its opportunities and challenges, and propose a conceptual model explaining how AI contributes to the development of students' critical thinking skills. This research employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature was retrieved from five international databases, including Scopus, Web of Science, ERIC, IEEE Xplore, and Google Scholar. Following the identification, screening, and eligibility processes, 42 articles published between 2021 and 2025 were selected and analyzed using a thematic synthesis approach. The findings indicate that AI functions as an enabling technology supporting personalized learning through adaptive learning systems, learning analytics, intelligent tutoring systems, and Generative Artificial Intelligence. The contribution of AI to students' critical thinking is not direct but is mediated by enhanced student engagement, self-regulated learning, and metacognitive awareness. However, the implementation of AI also faces significant challenges related to teachers' pedagogical readiness, AI literacy, digital infrastructure, data privacy, algorithmic bias, and ethical governance. This study proposes a conceptual model integrating Artificial Intelligence, personalized learning, student engagement, self-regulated learning, and critical thinking skills, providing a theoretical contribution to the field of Artificial Intelligence in Education (AIEd) while offering practical implications for educators, policymakers, and future research.
Immersive Learning Technologies in Education: A Systematic Review of Augmented Reality and Virtual Reality for Conceptual Understanding Neni Sriwahyuni; Muharleni
Journal of Learning Innovation and Educational Technology Vol. 1 No. 1 (2026): June 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jliet.v1i1.116

Abstract

The growing adoption of Augmented Reality (AR) and Virtual Reality (VR) has transformed educational technology by providing immersive learning environments that promote interactive and meaningful learning experiences. Despite increasing interest in these technologies, previous studies have reported inconsistent findings regarding their effectiveness in enhancing students' conceptual understanding, highlighting the need for a comprehensive synthesis of current evidence. This study aims to systematically review empirical research on the educational applications of AR and VR, with particular emphasis on their impact on conceptual understanding, supporting factors, implementation challenges, and pedagogical implications. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Scientific articles published between 2015 and 2025 were retrieved from Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar using predefined inclusion and exclusion criteria. Of the 436 studies initially identified, 36 peer-reviewed articles met the eligibility criteria and were included in the thematic synthesis. The findings indicate that AR and VR consistently improve conceptual visualization, learner engagement, motivation, and experiential learning. However, their effectiveness in promoting conceptual understanding remains inconsistent and is strongly influenced by instructional design quality, pedagogical integration, cognitive load management, teacher competence, technological infrastructure, and learner readiness. The review further reveals that immersive technologies produce more meaningful learning outcomes when integrated with active learning approaches, such as inquiry-based, problem-based, and project-based learning, rather than functioning solely as visualization tools. This study proposes a conceptual framework that positions instructional design, pedagogical strategies, and implementation readiness as key determinants of successful immersive learning. These findings contribute to the advancement of educational technology literature and provide practical guidance for educators, instructional designers, and policymakers in developing pedagogically meaningful and sustainable AR- and VR-supported learning environments.
Co-Authors Muharleni