Augmented reality in environmental education: A systematic review
Tatiana I. Ladykova, Ekaterina I. Sokolova, Ludmila Y. Grebenshchikova, Yelizaveta V. Chereshneva, Natalia I. Lapidus, Regina G. Sakhieva
Source 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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