A Systematic Review of Augmented Reality in Multimedia Learning Outcomes in Education

This research involved a systematic and thematic review of literature of studies involving the use of Augmented Reality (AR) in the educational context. Specifically, the review was performed by searching and identifying relevant and recent articles on several leading online databases, which were published from 2014 to 2020. The review yielded 40 articles that discuss various applications of this novel technology. Based on the analysis of their contents, 15 articles are related to multimedia learning involving augmented reality in primary classroom settings. On the other hand, 25 articles discuss studies involving the use of AR in university settings. In terms of content, 18 articles articulate the applications of AR from the explorative perspective, while another 18 articles elaborate the use of AR books in education. By contrast, only 4 articles highlight the use of game-based AR applications in education. The findings of the content analysis carried out suggest that student learning can be improved in AR-enabled learning environments with multimedia elements that provide high interactivity and immersion in which not only students can see and visualize learning objects and contents but also they can readily interact with such three-dimensional visual objects. Arguably, in exploring or navigating and interacting in such environments, students can enhance their cognitive and spatial skills as well. Overall, the above findings provide a greater insight into the understanding of AR characteristics that have a profound impact on the teaching and learning process.