Augmented reality in STEM education: a systematic review

This study aimed to systematically investigate the studies in which augmented reality (AR) was used to support Science, Technology, Engineering and Mathematic (STEM) education. In this framework, the general status of AR in STEM education was presented and its advantages and challenges were identified. The study investigated 42 articles published in journals indexed in SSCI database and deemed suitable for the purposes of this research. The obtained data were analyzed by two researchers using content analysis method. It was found that the studies in this field have become more significant and intensive in recent years and that these studies were generally carried out at schools (class, laboratory etc.) using marker-based AR applications. It was concluded that mostly K-12 students were used as samples and quantitative methods were selected. The advantages of AR-STEM studies were summarized and examined in detail in 4 sub-categories such as contribution to learner, educational outcomes, interaction and other advantages. On the other hand, some challenges were identified such as teacher resistance and technical problems.

Automated summary

This study systematically investigated the use of augmented reality (AR) in supporting STEM education. The study found that there has been an increasing number of research in this field in recent years, mostly focusing on the use of marker-based AR applications in schools. The study concluded that AR-STEM studies have significant advantages in terms of learner contribution, educational outcomes, and interaction, but also face challenges such as teacher resistance and technical issues.