Abstract
Purpose – This study conducts a Systematic Literature Review (SLR) to examine how Augmented Reality (AR) contributes to student performance, with particular attention to engagement, cognitive skills, and academic achievement across different educational contexts. While interest in AR has increased, the evidence remains fragmented, and its impacts on learning outcomes require clearer synthesis.
Methodology – To achieve this, we performed a comprehensive search of scholarly articles using reputable databases like Web of Science (WoS) as well as Scopus, concentrating on studies published between 2020 and 2024. The study followed the PRISMA framework. A total of 30 articles were examined, and the final primary data was assessed.
Findings – The review indicates that AR consistently enhances student engagement and motivation, strengthens cognitive development and problem-solving skills, and provides interactive support for special and inclusive education. However, the impact of AR on academic achievement is mixed, with some studies showing measurable gains while others report only indirect benefits.
Significance – The findings suggest that AR can enrich learning when integrated purposefully into teaching strategies, particularly in STEM and healthcare education. Nonetheless, long-term impacts remain underexplored, underscoring the need for longitudinal studies and teacher training to maximize its effectiveness.
Originality/Value – This review contributes by mapping AR applications across primary, secondary, and higher education, synthesizing evidence of their effects on student performance, and clarifying conditions under which AR can be most effective for meaningful learning outcomes.