Trends of augmented reality in science learning: A review of the literature

Abstract

This study provides a literature review on the trend of using Augmented Reality (AR) in science learning. A relative literature review was carried out by collecting 30 journals from the Science Direct and Google Scholar databases in the period 2012 to 2021. This paper examines the research that has been done on the use of AR in science learning and classifies it into 11 topics, namely about inquiry skills, critical thinking, conceptual knowledge, misconception, conceptual understanding, knowledge construction, learning outcomes, attention, attitude, achievement, motivation, collaborative and autonomous learning. A review of the research results shows that the overall use of AR technology in recent years has increased, especially on the topic of attitude and achievement which has a positive impact on science learning. While on the topic of misconceptions, inquiry skills, attention, collaborative and autonomous learning has not been widely studied by researchers. In addition, the use of AR in science learning has challenged such as students, teachers, and technical. This is interesting for further research.