Abstract
Augmented reality (AR) makes it possible to overlay digital content onto our view of real-world phenomena. This potentially facilitates learning of physics by visualizing connections between concrete physics phenomena and abstract physics formalism. Here we present a part of our systematic review of earlier research on the use of augmented reality (AR) in school and university teaching physics topics. Our systematic review includes 60 articles published between 2012 and 2020, indexed in the Scopus and Eric databases. We analyzed the technological properties of AR for different content areas of physics as well as various methodological aspects of earlier AR research in physics education (e.g., educational level of participants, sample size, and research design). It has been shown that AR becomes increasingly popular in the physics education research community.
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