A Systematic Review on Augmented Reality Supported Flipped Classrooms Studies

Abstract

In recent years, learning approaches such as flipped classroom model and technologies such as augmented reality has emerged as innovations that have the potential to transform learning approaches and environments. In this study, it is aimed to compile the current research trends of the studies aiming to reveal the effects of augmented reality technologies integrated into the flipped classroom model with the systematic review method. It is considered that the results to be obtained by systematically examining the applicability of augmented reality technologies integrated into the flipped classroom model are important in terms of guiding future research. For this purpose, studies published in Web of Science (WOS), Scopus and ERIC databases were examined based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and 14 studies were selected according to the criteria. These studies were subjected to content analysis and the results were presented with visual tools such as tables and graphs. The findings show that the interest in augmented reality technologies integrated into the flipped classroom model has increased significantly in recent years and that augmented reality can be effectively integrated into education. It has been determined that the flipped classroom model offers students the opportunity to focus on their individual needs by allowing them to learn at their own pace and plays an important role in the teaching process by combining these advantages with the features of augmented reality such as concretization, making the learning process remarkable and effective. More research is needed to understand the effects of augmented reality applications integrated into the flipped classroom model, which stands out as an approach that brings a new perspective to the field.