Augmented reality and virtual reality, collectively called extended reality (XR), has made substantial strides in the education sector in both theory and practice. Existing active research focuses on implementation by educators to teach real-world phenomena, and for students to learn through an immersive experience. This article surveys existing research in XR with special focus on the implications of immersive extended realities for teaching and learning engineering mathematics in institutes of higher learning. We also survey various interactive multimedia associated with XR before examining the implications of XR as an educational tool for existing mathematics pedagogy. Finally, the contribution of this scoping review is to provide an adaptable framework on XR implementation for educators, and potential academic advances for researchers.

Air pollution has emerged as one of the world’s largest environmental health threats, with various studies demonstrating associations between exposure to air pollution and respiratory and cardiovascular diseases. Regional air quality in Southeast Asia has been seasonally affected by the transboundary haze problem, which has often been the result of forest fires from “slash-and-burn” farming methods. In light of growing public health concerns, recent studies have begun to examine the health effects of this seasonal haze problem in Southeast Asia. This review paper aims to synthesize current research efforts on the impact of the Southeast Asian transboundary haze on acute aspects of public health. Existing studies conducted in countries affected by transboundary haze indicate consistent links between haze exposure and acute psychological, respiratory, cardiovascular, and neurological morbidity and mortality. Future prospective and longitudinal studies are warranted to quantify the long-term health effects of recurrent, but intermittent, exposure to high levels of seasonal haze. The mechanism, toxicology and pathophysiology by which these toxic particles contribute to disease and mortality should be further investigated. Epidemiological studies on the disease burden and socioeconomic cost of haze exposure would also be useful to guide policy-making and international strategy in minimizing the impact of seasonal haze in Southeast Asia.

This review paper provides the conceptualization and development of augmented reality (AR) environment for education by featuring implementations in physics education. The use of AR creates an environment designed to fully incorporate next-generation AR-aided notes, virtual laboratory and interactive problem-based learning with real-time automated generation of application-centric scenarios. This can be carried out via the fusion and technologizing of pre-existing teaching materials (such as books and notes) using AR and be mobile device friendly to fully leverage on learning beyond classrooms. Such a method is proposed to give students the access to resources anytime, anywhere without the spatial and temporal restrictions of synchronous-learning. This review discusses the advances of AR as an important tool in physics education, identify potential challenges and envisions the future by surveying recent trends and reviews. We provide perspective on practical AR implementation and evaluation for educators and school administrator, and potential academic advances through physics education research for researchers.

The increasing use of generative artificial intelligence (GenAI) has led to a rise in conversations about how teachers and students should adopt these tools to enhance the learning process. Self-regulated learning (SRL) research is important for addressing this question. A popular form of GenAI is the large language model chatbot, which allows users to seek answers to their queries. This article seeks to adapt current SRL models to understand student learning with these chatbots. This is achieved by classifying the prompts supplied by a learner to an educational chatbot into learning actions and processes using the process–action library. Subsequently, through process mining, we can analyze these data to provide valuable insights for learners, educators, instructional designers, and researchers into the possible applications of chatbots for SRL.