Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Abstract

This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching

“…Saleem et al ( 2022 ) conducted a meta-analysis of gamification studies published between 2015 to 2020 and concluded the most common gamification elements used to boost student learning outcome in e-learning are points, leaderboards, badges, and levels. A systematic literature review done by Lampropoulos et al ( 2022 ) indicated that teachers assessed gamification positively as it has potential to create collaboration and personalized learning experiences and students could develop cognitive and social-emotional skills in gamified learning environments. All in all, when pre-service teachers are adequately prepared to teach using gamification during teacher education, they will be at a vantage point as in-service teachers to leverage the power of gamification to engage students in approaching the task of learning actively, creatively, playfully, and meaningfully.…”

Virtual Reality in Education: A Comparative Social Media Data and Sentiment Analysis Study

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Virtual Reality in Medical Education during the COVID-19 Pandemic; A Systematic Review

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