Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Abstract

Augmented reality (AR) has received increasing attention in the research literature as a fundamental pedagogical tool that can enhance learning at most educational levels. In academic contexts, this technology permits the superimposing of three-dimensional images onto the real environment. Although AR has been found to enhance learning in the academic environment, no systematic review of it has been conducted to identify, evaluate, and summarize empirical findings on its advantages and challenges in e-learning contexts. Hence, a systematic review of the research literature was conducted on the use of AR in e-learning contexts, with a focus on the key benefits and challenges related to its adoption and implementation. Electronic searches on databases, including Springer, Science Direct, EBSCO, and Google Scholar, were performed to retrieve relevant journal articles; 28 studies were included after they were screened using the inclusion and exclusion criteria. The key benefits of using AR in e-learning included support of kinesthetic (tactile) learning, collaborative learning, distance/remote learning, learner-centered learning, and creative learning. Studies also reported that AR enhanced students’ engagement, motivation, attention/focus, interactivity, verbal participation, concentration, knowledge retention, and spatial abilities, as well as information accessibility. The findings suggest that challenges associated with AR in e-learning include information and cognitive overload, lack of experience in using the technology, resistance from teachers, complex technology, costly technology, and technical issues, such as connectivity problems.