Augmented, Virtual and Mixed Realities and their potential in Teaching and Learning: A Systematic Literature Review

Immersive technologies such as Augmented Reality, Virtual Reality and Mixed Reality (AR/VR/MR) in education have been found to be effective both for the instructors and the students, in general education, in diverse levels and fields. The aim of this paper is to carry out a systematic literature review on the use of AR/VR/MR in education. The objective is to provide a comprehensive summary of the existing research on the use of AR/VR/MR, and to see whether its implementation in teaching has any impact on students' learning outcomes. As such, this can also be used to inform future research, policy, or practice. In this study, during the data collection process, we selected 142 articles. After several screening process, a total of 58 papers were retained. Findings have revealed that motivation, self-study, satisfaction, retention of memory and overall performance amongst others, have been some of the benefits of AR/VR/MR in teaching and learning. Lack of resources, poorly designed user interface and lessons plans, high cost of apps development and maintenance, along with cybersickness and reticence from some teachers due to lack of training, are perceived as common barriers in the implementation of this emerging yet useful technology in education. Future investigation can be directed towards these challenges.