Integrating Augmented Reality into Physics Teaching and Learning: a Systematic Literature Review

One of the new technologies that has begun to spark high interest among educators in the context of pedagogy is Augmented Reality (AR) technology. This paper examines the effect of the use of AR application on student motivation based on 4 dimensions in the ARCS Model, namely Attention, Relevance, Confidence, and Satisfaction. This study uses an experimental study with a one-group pre-post design type. This research examines the differences in students learning motivation before and after using AR applications in learning Introduction to Computer System Course. A total of 41 respondents who used the AR application answered the pre and post questionnaires. The results show that the use of AR application has successfully increased student motivation by 20.10 %. Percentage values for each ARCS dimension and difference tests showed significant values. Based on these results, it can be concluded that the use of technology such AR applications in classroom has affected the enthusiasm and motivation of student. Therefore, an educator has to form a teaching style in teaching millennial student who raised with technology at their fingertips by integrating technology in education to providing better teaching and learning opportunities, especially to the next generation.

Enhancing High School Physics Learning Through Augmented Reality: A Bibliometric and Systematic Review. Objective: This study aims to investigate the research trends, opportunities, effectiveness, and challenges of implementing Augmented Reality (AR) technology in physics education through a systematic literature analysis. Methods: This research employed a bibliometric and systematic review approach of 45 selected journal articles obtained from the Scopus database. Data were extracted on May 2, 2025, covering publications from 2020 to 2025. The initial search using the keywords "(augmented reality) AND (physics learning)" yielded 167 documents, which were rigorously filtered based on inclusion and exclusion criteria. The analysis was conducted using the Biblioshiny (R) software to generate thematic maps, publication trends, and collaboration networks. Findings: The findings reveal that AR technology provides significant opportunities to develop interactive, immersive, and contextual physics learning experiences, particularly in visualizing abstract physics concepts. AR has proven effective in enhancing students’ conceptual understanding, scientific literacy, and critical thinking skills. However, its implementation still faces crucial challenges, including a lack of curriculum-aligned content, limited technical infrastructure, and insufficient teacher training. Conclusion: Integrating AR technology into the physics curriculum has demonstrated a significant and positive impact on enhancing learning quality. Successful implementation depends on collaborative efforts among curriculum developers, educators, and policymakers to overcome the identified challenges. These findings provide a strategic foundation for developing sustainable, adaptive, and relevant physics education in the digital era. Keywords: augmented reality, conceptual understanding, physics learning, biblioshiny, systematic literature.

Mobile learning has become a significant medium in the educational landscape, especially with the increased usage of smartphones among students and educators. This Systematic Literature Review (SLR) aims to explore the impact of mobile learning on the transformation of physics education. This study obtained 50 out of 200 articles selected based on their relevance to the theme of mobile learning in physics education, citation metrics, and publication date between 2019 and 2024. The review highlights a significant increase in mobile learning research, with the rise occurring in 2020 due to the COVID-19 pandemic, which emphasized the growing potential of mobile learning for remote education. Mobile learning enhances the accessibility, engagement, and effectiveness of physics education by making the learning process more interactive, fostering student independence, and improving learning outcomes. The review also identifies improvements in students' critical thinking and problem-solving skills as key benefits of mobile learning in physics. However, it also highlights the necessity of regulations to prevent misuse and safeguard academic integrity. Practical recommendations for educators include integrating mobile learning with project-based approaches to improve conceptual understanding and student engagement in physics. This study suggests that mobile learning has a transformative role in physics education, opening up new avenues for innovation and further research.

Augmented reality is a technology used in almost every stage of our daily life. It has become widespread in several fields such as engineering, healthcare, advertising, defense industry, and entertainment. The use of augmented reality technology that combines virtual and real environments is increasing every day. Augmented reality technology, which allows multiple multimedia materials to be used together, is a preferred teaching material in educational environments. This study is a content analysis study. Turkish studies that addressed the use of augmented reality applications for educational purposes and that were published between 2012 and 2019 were analyzed and descriptive analysis was performed according to their distribution by years, a number of authors, research patterns, sample sizes, data collection tools, and data analysis methods. For this purpose, the keywords Augmented reality, educational practices, education technologies and educational technologies were searched in ULAKBİM, YÖK National Thesis Center and Google Academy databases and 106 scientific studies, 60 thesis and 46 articles published between 2012 and 2019 in Turkish were obtained. Then, these studies were examined using the content analysis method. The publication classification form, developed by Sözbilir, Kutu, and Yasar (2012) as a data collection tool, was rearranged in line with the sub-problems. These sub-problems are research patterns, data analysis methods, data collection tools, number of authors, distribution by years and sample sizes. The data were presented with descriptive statistics methods such as frequency and percentage, with graphs and tables. As a result it was found that the studies in the field of augmented were published mostly in 2019. It was also observed that most of the investigated articles had two authors in terms of the number of authors. In addition quasi-experimental design, one of the most common quantitative research methods, was found to be used as the research design. In terms of sample size, it was seen that a sample size between 51-100 was used. It was also observed that the most used data collection tool was the achievement tests prepared according to the purpose of the research. The analysis of the results section of the studies revealed that the t-test, which is one of the the parametric tests, was used most frequently in the analysis of the data. The results of this study will reveal the tendency of the studies and identify deficiencies in the existing studies and thus will be a guide for future studies.

An educator often faces the challenge of ensuring that students truly understand the concepts taught or not, especially in physics learning. As one of the branches of science, physics aims for students to be competent in mastering the principles and concepts of physics. Misunderstanding of concepts will certainly hinder learning objectives so concrete steps are needed to overcome misconceptions. If misconceptions can be overcome, this will have a positive impact on students' conceptual understanding. This study aims to analyze conceptual understanding and misconceptions in physics learning. The method used is the Systematic Literature Review (SLR) through the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure. This study analyzed 24 national articles accredited by sinta 1, sinta 2, and scopus that discussed students' conceptual understanding and misconceptions in physics learning. The results showed that using innovative learning models such as the Learning Cycle (LC) 7E, generative learning, and guided inquiry significantly improved students' conceptual understanding. In addition, the development of modules based on Science, Environment, Technology, and Society (SETS) and the use of technology such as E-LKPD based on the Physics Toolbox Sensor Suite proved effective in strengthening the understanding of physics concepts. On the other hand, misconceptions are still widely found in the basic concepts of physics, which are identified through the Three-Tier Test and Four-Tier Diagnostic Test. Therefore, the selection of the right learning model and the use of technology in teaching are key factors to reduce misconceptions and improve students' understanding of physics.

Introduction. Education today is required to prepare students with 21st century skills, which are essential to thrive in a rapidly changing world. Technological innovation is becoming increasingly important in enhancing students' learning experience and motivation, particularly in physics education. Traditional learning methods, such as lectures and simple laboratory activities, often fail to capture students' interest or convey real-world applications of physics concepts. This research aims to explore the potential of technology, in physics learning to enhance 21st century skills. Methods. This research utilizes bibliometric method and literature review with the aim to answer several main questions: 1) emerging trends in the use of technology in physics learning between 2019 and 2023 based on literature collected from Scopus, 2) author contributions and international collaborations on the topic, 3) technological innovations applied in physics learning and their impact on learning quality, and 4) research gaps that still exist in the application of technology for physics education. The research method combines bibliometric analysis to obtain quantitative and systematic results using tools such as VOSviewer, as well as an in-depth literature review with the PRISMA approach. Data were collected online in March 2024 from the Scopus database, which filters out internationally reputable articles relevant to the topic under study. KEYWORDS Results. Bibliometric analysis reveals that AR and VR technologies show significant potential in physics education, although their adoption has fluctuated over the past few years. AR and VR provide immersive learning experiences that can improve students' understanding of abstract concepts and increase engagement. Indonesia was found to be the most active country in contributing to the research and application of these technologies in physics learning, demonstrating a strong commitment to integrating technological innovation in education. The findings underscore the importance of these technologies in enhancing 21st century skills and suggest areas for further research, especially in optimizing the use of AR and VR in STEM education. Practical significance. The implications of this study are significant for educators and policy makers. The findings provide insight into current trends and innovations in physics education and highlight the importance of integrating technology to foster 21st century skills. This research serves as a valuable reference for future research and development in physics education, especially in the use of AR, VR, and other digital tools to create more engaging and effective learning environments.

This systematic literature review article provides how augmented reality (AR) is applied in physics teaching and learning process. Augmented Reality (AR) technology has become a better solution to create a physics teaching and learning process in an enhanced quality. This 21 century development pushes teachers to acknowledge the use of technology in teaching and learning process. The use of AR produces a more exciting learning environment. Merging the current materials supported by AR using smartphone aims to change the face of physics teaching and learning process in the future. The results of some literature reviews show that the succeeded AR development in improving the physics goals are categorized as good enough. But to the extend, AR needs more researches to measure more variables and test the students' higher skills.

It was aimed to review the effect of the use of augmented reality applications on the academic achievement of students in science education in this study. In line with this aim, the experimental researches reviewing the effect of use of augmented reality applications within the scope of science course on student achievement were evaluated with meta-analysis method. 16 studies included into this research were accessed from ERIC, Google Scholar, ScienceDirect, SpringerLink, Taylor & Francis, Web of Science databases in line with certain criteria. In order to reach these studies from databases, the following key words were used; “‘augmented reality’ & ‘achievement’” and “‘augmented reality’ & ‘achievement & science’”. Funnel plot, Orwin’s Fail-Safe N and Egger tests were used for detecting the publication bias and it was determined that there is no publication bias. At the end of the meta-analysis, it was determined that the effect of the use of the augmented reality applications on the student achievement in the science course is moderate (d = 0,643) in favor of the experimental group. Thus, it was presented that the use of the augmented reality applications affects the student achievement positively in the science course.

The chemical reaction between different molecules is an important learning subject in a chemistry course. Especially for elementary school students, this can be an abstract concept and therefore difficult to understand. One way to facilitate this learning process is to use Augmented Reality (AR) technology, which is considered as an added value compared to classical learning materials such as textbooks, 2D images, video, etc. Among the different advantages of using AR technology in the context of educational domain is the fact that 3D technology is offering a safe environment especially if the students have to perform critical tasks such as simulating chemical reactions. This work investigates the students’ attitude towards the use of a mobile AR application for learning atoms and molecules reactions. In particular, we focused on female students as in general female students show less interest in science and technology than male students. We were keen to investigate whether the use of AR technology could change this attitude. The students are able to interact with the different AR components to explore the possible reactions in a 3D interface, to see the structure and shape of atoms and molecules, and to view related descriptions in their native language, i.e. the Arabic language. The mobile AR application was evaluated by a class of 12–13 years old (7th grade) students in a Palestinian primary school. The number of participants was 50, all female students. After analyzing the results, we can conclude that the female students had a positive attitude toward the use of this AR application in their learning process.

The chemical reaction between different molecules is an important learning subject in a chemistry course. Especially for elementary school students, this can be an abstract concept and therefore difficult to understand. One way to facilitate this learning process is to use Augmented Reality (AR) technology, which is considered as an added value compared with classical learning materials such as textbooks, two-dimensional images, video, and so forth. Among the different advantages of using AR technology in the context of the educational domain is the fact that three-dimensional technology is offering a safe environment especially if the students have to perform critical tasks such as simulating chemical reactions. This work investigates students' attitude toward the use of a mobile AR application for learning atoms' and molecules' reactions. In particular, we focused on female students because, in general, female students show less interest in science and technology than male students. We were keen to investigate whether the use of AR technology could change this attitude. The students are able to interact with different AR components to explore the possible reactions in a three-dimensional interface, to understand the structure and shape of atoms and molecules, and to view related explanations in their native language, that is, the Arabic language. The mobile AR application was evaluated by a class of 12- to 13-year-old (7th grade) students in a Palestinian primary school. The number of participants was 50, all female students. After analyzing the results, we can conclude that these female students had a positive attitude toward the use of this AR application in their learning process.

The article is devoted to the problem of using immersive technologies in primary education. It was found that immersive technologies have rapidly developed in recent years from doubtfully promising to trendy and used everywhere. It has been proven that their introduction into the educational process of the New Ukrainian School is a need today and a factor in improving the quality of education. The purpose of the article is determined: to study the peculiarities of the use of immersive technologies in primary education. The essence of immersive technologies has been clarified. The components of immersive technologies are highlighted: real (objective), augmented (added) and virtual reality. The qualitative characteristics of the use of immersive technologies in primary education have been determined. Examples of the use of immersive technologies in the process of studying various educational fields of primary education are given, in particular: language and literature, mathematics, natural sciences, informatics, technology, social and health care, civics and history, art and physical education. It was determined that the use of immersive technologies in primary classes may include: virtual tours, virtual laboratories, AR-books, AR-games, 3D modeling. Some applications of immersive technologies for use in primary education are proposed. In the process of studying the features of immersive technologies in primary education, the advantages and disadvantages of their use were determined. It was found that immersive technologies contribute to the improvement of the quality of the educational process, making it more interactive, adaptable and exciting for schoolchildren; expand learning opportunities; contribute to a better understanding of complex concepts; stimulate motivation and interest in learning, memory and concentration, creativity and activity of younger schoolchildren. It was found that the use of immersive technologies in education significantly expands the toolkit of a modern specialist. Key words: immersive technologies, virtual reality, augmented reality, application, younger students, primary education.

Augmented Reality (AR) technology in education faces a significant gap, especially for deaf and hard-of-hearing (DHH) students. Research has shown the vast growing technologies for AR in many sectors; however, implementing the technologies towards education for DHH students is still lacking in Malaysia. This study aims to provide a rationale and justification for using AR technologies for DHH students for Animation. Based on the literature review, five important keys drive the research questions. For the context of this paper, the three considerable keys are AR as a teaching aid (1), the importance of Art and Design (2), and social stigma (3). These primary keys are to support and justify this research. An interview was conducted with teachers who teach DHH students to further help the three primary keys. An interview with the AR developer was also conducted for this research. The study developed an AR with Animation based on the interview and record-keeping. The results show that implementing this technology will significantly impact DHH students, especially in Art and Design. When exploring and using the AR Application, DHH students felt awkward. They were unfamiliar with the use of AR applications in their class. Nevertheless, they all enjoyed using it as it will have vast potential and possibility. As technology grows, DHH students will be one step ahead of others. It is worth mentioning the social stigma among them and how future research would continue to diminish the social stigma.

The article reveals the trends in the use of digital technologies in teaching physics by summarizing scientific results over the past 20 years. To solve the problem, a bibliographic analysis of the sources of the scientometric database of the WOS was used with the involvement of the computer tool VOSviewer (for the construction and visualization of bibliographic data) as of June 2023. The tool was used to analyse publications by keywords (a network of connections is built on the basis of all keywords of given publications). Networks of connections of keywords were built according to the queries: “physics learning”, “physics education”, “physics teaching” and “technologies”, as well as “digital technologies in teaching physics”, “physics application”, “mobile physics learning”, “virtual physics laboratory”, “digital physics laboratory”, “virtual reality & physics”, “augmented reality & physics”. The landscape of the use of digital technologies in teaching physics is characterized by four aspects (general, technological, educational-motivational, educational-organizational). Modern trends in teaching physics are singled out: the use of environments where simulation, modelling, visualization, virtualization of physical processes, etc. are possible; increasing popularity of virtual, augmented and mixed reality tools; use of mobile applications for learning physics; using artificial intelligence to teach physics; organization of an educational environment based on mobile or online learning, where active learning methods are determined to be appropriate. The importance of developing young people's intellectual skills (computational skills, algorithmic thinking skills, modelling processes, etc.) and visual thinking for the successful mastery of various sections of physics has been confirmed. The demand for integration links between natural sciences, mathematics, engineering, and digital technologies for STEM education has been monitored. Recommendations for the training of physics teachers have been formulated.

This study aims to explore the influence of Malay culture-based Augmented Reality applications on students' understanding of mathematical concepts. This study uses two Augmented Reality methods: Marker-Based Tracking and Markerless Augmented Reality, to present mathematical materials with a culture-based approach. The Marker-Based Tracking method uses image markers to display virtual objects, while Markerless Augmented Reality utilizes markerless tracking technologies, such as Face Tracking and GPS. The research method involved two classes at MTS EX PGA Univa Medan: class VII-1 as an experimental group using the Malay culture-based Augmented Reality application and class VII-2 as a control group using the Scientific Approach. Data was collected through pretest and posttest consisting of essay questions to measure students' understanding of mathematical concepts. The validity and reliability of the instrument were tested, and data analysis was carried out using SPSS Statistics 26 for normality, homogeneity, and hypothesis tests. The results of the study show that the application of Augmented Reality based on Malay culture has a significant influence on students' understanding of mathematical concepts. The average posttest score of students in the experimental class reached 74.03, higher than 56.00 in the control class. The Independent Sample T-Test confirmed the significance of the results with a value of p = 0.001 ( 0.05), which showed that the use of Augmented Reality applications based on Malay culture was effective in improving the understanding of mathematical concepts.

This article explores the implementation of augmented modeling activities as a pedagogical approach to enhance conceptual thinking in physics education. By integrating physical modeling with digital augmentation—such as simulations, augmented reality, or interactive visualization tools—students are encouraged to actively construct and revise mental models of physical phenomena. The study investigates how these hybrid modeling environments influence learners’ conceptual understanding, engagement, and problem-solving abilities. Drawing on classroom interventions and qualitative analysis, the findings suggest that augmented modeling not only makes abstract concepts more tangible but also promotes deeper reasoning, hypothesis testing, and collaborative learning. Implications for instructional design and the integration of technology in science education are discussed.