Abstract
The rapid development of technology worldwide has led to significant changes in various fields, particularly in education. The emergence of Augmented Reality (AR) technology has garnered attention from researchers in assessing its effectiveness in the teaching and learning process. However, only a small number have systematically studied the trends in AR implementation in the teaching and learning of science, especially at the elementary school level. Therefore, this systematic literature review aims to identify the trends in AR in science teaching and learning from 2018 to 2023. This literature review utilizes the Meta-Analysis framework (PRISMA method). A total of 404 articles were identified through screening from the SCOPUS and WOS databases. Following the screening based on predefined criteria, only 16 articles were selected. Subsequently, these articles were analyzed, and the study findings were categorized into seven discussions regarding the use of AR, namely, general aspects, study findings, contributions of the studies, study designs, research instruments, science learning topics, and theories and models. It is hoped that the results of this review will benefit researchers and educators interested in the use of technology, especially AR, for teaching and learning purposes.
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