## 2 Related Work
[28] highlighted the need for more sophisticated data mining techniques and approaches to analyze educational data. Their work focused on clustering algorithms and examined documents from 1983 to 2016. The study highlighted the provision of pertinent insights and of students' learning style-based models. Finally, it pointed out the need to carefully select the most suitable approaches and algorithms. In another study, [PERSON] and [PERSON] [29] highlighted the ability of educational data mining to be used to identify and track students' learning behaviors within online learning environments. The study focused on revealing the latest trends on using data mining in education in the context of online learning. Additionally, they examined potential challenges and commented upon its use to engage students in collaborative learning. [PERSON] and [PERSON] [30] reviewed the history, advancement, and trends in the early years of educational data mining. Among the different educational data mining methods, \"predictions, discovery with models, clustering, human judgement, and relationship mining\" were the ones most widely used. The study also revealed key applications, mapped the existing literature, and provided recommendations for future research directions. Regarding the use of extended reality technologies, several literature review studies have been carried out that explored the use of augmented reality and virtual reality in education. For example, [PERSON] and [PERSON] [45] focused on identifying the challenges and advantages of integrating augmented reality in education. Their work analyzed 68 documents and highlighted the increased interest in the field. The improvement of students' learning achievements arose as the main benefit, while technical problems and usability considerations emerged as the main drawbacks. Their study further expanded upon the implications of applying augmented reality in education and the existing gaps in the literature. [PERSON] et al. [46] reviewed 55 studies from 2011 to 2016 regarding the use of augmented reality in education. Their work focused on presenting the state of the art regarding the adoption and integration of augmented reality and revealed future trends and visions for research opportunities to further advance the specific field of study. [PERSON] [47] provided an overview of the use of augmented reality in teaching and learning activities by examining studies from 1996 to 2019. The study explored the different stages and trends of augmented reality in education, commented upon the pending issues, such as usability, accessibility, and dissemination issues and pedagogical considerations, and provided insights into how these issues could be addressed. In a more recent study, [PERSON] et al. [48] explored the use of augmented reality and gamification in education. The study analyzed 113 documents that were published until 2022. The work focused on addressing 15 research questions and revealed the benefits and challenges associated with the integration of augmented reality in education. The study also revealed the diverse nature of augmented reality which enables it to be used in conjunction with other technologies, approaches, and methods to enrich the educational process. Furthermore, studies also focused on exploring the educational use of virtual reality. In their literature review study, [PERSON] and [PERSON] [49] explored the state of the art regarding the use of immersive virtual reality in education. In their work, they highlighted the main challenges and potentials of using virtual reality in teaching and learning activities. They defined interaction, engagement, and immersion as the key principles behind the advantages that immersive virtual reality can bring in the field of education. Finally, the study focused on different groups of students and how their needs can be met. [PERSON] et al. [50] explored the design elements associated with immersive virtual reality applications that are targeted at the educational domain.