Wearable technologies have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g. eyeglasses), wrist (e.g. watches) and chest (e.g. electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.

翻译：然而,人们越来越有兴趣使用和运用这些技术,以促进教学和学习,特别是在高等教育环境中。因此,本文件的目的是系统地审查用于加强高等教育工程课程教学和交付的可磨损装置的范围。此外,我们根据这些装置在人体上磨损的地点对这些装置的优缺点进行比较。根据我们的调查,用于强化学习的可磨损装置主要磨在头部(例如眼镜)、手腕(例如手表)和胸部(例如心电图补丁)上。事实上,在这些地点中,头饰装置使学生能够更好地接触学习材料、提高学生的注意力以及提高空间和视觉意识。我们查明研究问题,讨论研究包容和排斥标准,以说明研究人员在应用学习技术以加强工程教育方面所面临的挑战。我们还就使用可磨损装置改进高等教育工程课程的教学和学习提出了建议。我们建议,我们建议,在高等教育中,采用这种装置可以磨损装置,以便学生更好地接触学习材料、提高学生的注意力以及提高空间和视觉意识。我们确定研究问题,并讨论研究纳入和排除研究标准,以说明研究人员在应用改进工程教育方面面临的挑战。我们建议采用这些技术。