Systematic review

Teacher(s): Jule Krüger

TOPIC

Augmented reality (AR) can create interactive, immersive, and situated learning experiences for research and practice across a wide range of educational contexts like primary, secondary and higher education, vocational training, and informal learning. Studies show AR as a powerful educational technology that can scaffold inquiry-based learning to improve conceptual understanding, support knowledge acquisition and transfer through just-in-time information and feedback and promote affective learning outcomes such as motivation and attitudes. However, recent critiques question the emphasis of research on whether learning with AR works, rather than investigating how, for whom, or when it is most effective. Prevalent media comparison studies often lack a strong theoretical rational when contrasting AR with other forms of instruction and overlook relevant learner characteristics or cognitive-affective mechanisms. Their findings offer limited insight into processes and mechanisms by which AR may (or may not) support meaningful learning and instruction. Furthermore, the research field is fragmented in using a variety of theoretical backgrounds for research designs and in practice teachers and designers are not always sure which pedagogical frameworks they can apply for AR in education. Due to this, a systematic review of the currently used theoretical, conceptual and pedagogical frameworks is planned for this internship. The results of the review can be used to develop a conceptual compass of learning theories for AR learning and instruction.

METHOD

The internship includes a systematic scoping review of the literature on AR learning and instruction with the goal of getting a better overview of the landscape of theoretical, conceptual and pedagogical frameworks used in AR learning and instruction.

RQs could include:

• Which frameworks specifically developed for AR learning and instruction can be found in the literature and what are they based on?
• Which systematic reviews with specific focus on theoretical, conceptual and pedagogical frameworks in AR learning and instruction can be found?
• Which theoretical, conceptual and pedagogical frameworks have been applied in research on AR learning and instruction, and for which purpose?
• Which theoretical, conceptual and pedagogical frameworks have been applied in design of AR learning environments, and for which purpose?

REFERENCES

Buchner, J., Buntins, K., & Kerres, M. (2022). The impact of augmented reality on cognitive load and performance: A systematic review. Journal of Computer Assisted Learning, 38(1), 285–303. https://doi.org/10.1111/jcal.12617

Georgiou, Y., & Kyza, E. A. (2017). The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings. International Journal of Human Computer Studies, 98, 24–37. https://doi.org/10.1016/j.ijhcs.2016.09.014

Gonnermann-Müller, J., & Krüger, J. M. (2025). Unlocking Augmented Reality Learning Design Based on Evidence From Empirical Cognitive Load Studies—A Systematic Literature Review. Journal of Computer Assisted Learning, 41(1), Article e13095. https://doi.org/10.1111/jcal.13095

Kozlova, Z., Bach, K. M., Edelsbrunner, P. A., & Hofer, S. I. (2025). Bringing learners into focus: A systematic review of learner characteristics in AR-supported STEM education. Learning and Individual Differences, 122, 102727. https://doi.org/10.1016/j.lindif.2025.102727

Krüger, J. M., Buchholz, A., & Bodemer, D. (2019). Augmented reality in education: Three unique characteristics from a user’s perspective. In M. Chang, H.-J. So, L.-H. Wong, F.-Y. Yu, & J. L. Shih (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 412–422). Asia-Pacific Society for Computers in Education.

Krüger, J. M., Buchner, J., Altmeyer, K., Georgiou, Y., Hoyer, C., Palzer, K., Kozlova, Z., Malone, S., Garzón Alvarez, J. F., Hofer, S., & Bodemer, D. (2025). Towards a Transformative Framework for AR Learning and Instruction Through the Lenses of Research and Practice: An Interdisciplinary Community Workshop. Practitioner Proceedings of the 11th International Conference of the Immersive Learning Research Network, 24–28. https://doi.org/10.56198/kefym877

Mystakidis, S., Christopoulos, A., & Pellas, N. (2021). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies, 27, 1883–1927. https://doi.org/10.1007/s10639-021-10682-1

Sommerauer, P., & Müller, O. (2018). Augmented reality for teaching and learning—A literature review on theoretical and empirical foundations. Twenty-Sixth European Conference on Information Systems (ECIS2018). https://aisel.aisnet.org/ecis2018_rp/31