Augmented Reality in Education Through Collaborative Learning: A Systematic Literature Review
Georgios Christoforos Kazlaris, Euclid Keramopoulos, Charalampos Bratsas, George Kokkonis
Abstract
The rapid advancement of technology in our era has brought significant changes to various fields of human activity, including education. As a key pillar of intellectual and social development, education integrates innovative tools to enrich learning experiences. One such tool is Augmented Reality (AR), which enables dynamic interaction between physical and digital environments. This systematic review, following PRISMA guidelines, examines AR’s use in education, with a focus on enhancing collaborative learning across various educational levels. A total of 29 peer-reviewed studies published between 2010 and 2024 were selected based on defined inclusion criteria, retrieved from major databases such as Scopus, Web of Science, IEEE Xplore, and ScienceDirect. The findings suggest that AR can improve student engagement and foster collaboration through interactive, immersive methods. However, the review also identifies methodological gaps in current research, such as inconsistent sample size reporting, limited information on questionnaires, and the absence of standardized evaluation approaches. This review contributes to the field by offering a structured synthesis of current research, highlighting critical gaps, and proposing directions for more rigorous, transparent, and pedagogically grounded studies on the integration of AR in collaborative learning environments.