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LITERATURE REVIEW
Augmented reality in environmental education: A systematic review
1
Lomonosov Moscow State University, Moscow, RUSSIA
2
Plekhanov Russian University of Economics, Moscow, RUSSIA
3
Tver State Medical University, Tver, RUSSIA
4
Kazan (Volga region) Federal University, Kazan, RUSSIA
5
Sechenov First Moscow State Medical University, Moscow, RUSSIA
Publication date: 2024-08-06
EURASIA J. Math., Sci Tech. Ed 2024;20(8):em2488
KEYWORDS
ABSTRACT
Digital technologies are opening up new ways to involve students in environmental education
(EE). Augmented reality (AR) is one of these technologies and can potentially engage students
and improve their learning outcomes. In this article, we systematically analyze the use of AR in EE.
We searched the ERIC, Scopus, and Web of Science databases for articles related to AR and found
20 articles that met the inclusion and exclusion criteria of the research question. The results
showed that most articles examined were published after 2017, and the researchers used
experimental research methods. The results also showed that the research participants were
mostly primary school students, and the most common sample size was between 50 and 100. In
addition, the results revealed four categories: (1) contribution to student learning, (2) affective
outcomes, (3) interaction, and (4) other benefits and advantages. We also found that only two
articles reported the challenges of using AR in EE. In light of the findings, we recommend
suggestions for future studies.
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