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Cited by 462Educational Games and GamificationAugmented Reality ApplicationsMultimedia Learning Systems

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

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Lampropoulos, Georgios, Keramopoulos, Euclid, Diamantaras, Konstantinos, Evangelidis, Georgios·2022·Applied Sciences
DOI 10.3390/app12136809
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Abstract

This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

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  • The field of computer science had very few studies exploring the integration of augmented reality in combination with gamification and serious games.

    “the field of computer science was one that had very few studies exploring the integration of augmented reality in combination with gamification and serious games.”

    From Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education (2023) · cites this paper as [14]

    In the paper’s discussion of study topics (section labeled “Ref.”; page unavailable), the authors say the majority of reviewed studies focused on STEAM fields, particularly computer science and mathematics. That is contrary to the claim that computer science had very few studies of augmented reality combined with gamification. (LLM, conf=0.88)

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  • The results of existing studies suggest that the integration of gamification, serious games, and augmented reality in educational settings is positively viewed and has the potential to yield positive learning outcomes.

    “the results of existing studies suggest that their integration in educational settings is positively viewed and has the potential to yield positive learning outcomes”

    From Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education (2023) · cites this paper as [14]

    The Conclusions (section 7; page not provided) say that combining augmented reality with gamification was positively viewed by students and educators and improved learning outcomes. The cited conclusion does not establish the same finding for an integration that also includes serious games as a distinct component. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • There is a clear need for more empirical studies to better comprehend the impact of the combination of extended reality, serious games, and gamification in education and training, particularly in computer science.

    “there is a clear need for more empirical studies to be conducted to better comprehend the impact that the combination of extended reality, serious games, and gamification can have in the educational and training domains and this is particularly true in the field of computer science”

    From Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education (2023) · cites this paper as [14]

    The Summary of the Results and Main Findings calls for more evaluation of augmented reality and gamification’s impact on students’ social-emotional development, and the Conclusions call for further studies and better evaluation tools. These passages support a need for further research, but not the broader combination of extended reality, serious games, and gamification, nor a particular need in computer science. Page numbers are not available in our copy. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

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Cited by

Sorted by citations

Authors
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G.
Affiliations
  • Department of Information and Electronic Engineering, International Hellenic University, 57400 Thessaloniki, Greece
  • International Hellenic University (GR)
  • University of Macedonia (GR)
ORCID
Venue
Applied Sciences
Publisher
MDPI AG
Published
2022-07-05
Volume
12
Issue
13
Pages
6809
ISSN
2076-3417 (ISSN-L)
DOI
10.3390/app12136809
OpenAlex
W4283824584
Cited by
462
References
19
Citations by year
2026: 108 · 2025: 176 · 2024: 99 · 2023: 65 · 2022: 12 · 2019: 1 · 2014: 1
FWCI
15.98
Type
journal article
Language
en
Open access
Licence
Locations
  • Applied Sciences (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Hellenic Foundation for Research and Innovation (HFRI) (6454)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
  • Physical Sciences › Computer Science › Information Systems › Multimedia Learning Systems
Keywords
augmented reality, gamification, educational technology, student engagement, student motivation, virtual rewards, student-centered learning, personalized learning, cooperative learning, academic performance, technology-enhanced learning, teacher perceptions

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