A Systemic Literature Review on Students’ Experiences Using Augmented Reality in Elementary Science Learning

Abstract

Focusing on its effects on student engagement, motivation, and conceptual understanding, this paper attempts to investigate the experiences of elementary school children in adopting Augmented Reality (AR) for science learning. This study employed a Systematic Literature Review (SLR) of 13 selected research articles. Systematic reviews, meta-analyses, and empirical research were among the chosen papers. These were thematically examined to uncover important conclusions about AR’s efficacy in science learning. According to the results, AR dramatically raises student motivation and engagement; learning motivation has been shown to rise by up to 20%. Furthermore, AR improves post-test scores by 15% bye facilitating a deeper comprehension of abstract scientific concepts. However, obstacles to successful AR application were found to include problems with classroom management, teacher preparedness, and insufficient infrastructure. This study adds to the body of knowledge by offering a through examination of the advantages and difficulties of augmented reality in the teaching of primary science. In order to fully realize AR’s promise in improving science learning outcomes, it highlights the necessity of comprehensive strategy to curricular integration, including infrastructure development and teacher training.