Eurasia Journal of Mathematics, Science and Technology Education

• Ardyansyah, A., & Rahayu, S. (2023). Development and implementation of augmented reality-based card game learning media with environmental literacy in improving students’ understanding of carbon compounds. Orbital, 15(2), 118-126. https://doi.org/10.17807/orbital.v15i2.17617
• Arici, F. (2024). Investigating the effectiveness of augmented reality technology in science education in terms of environmental literacy, self-regulation, and motivation to learn science. International Journal of Human-computer Interaction. https://doi.org/10.1080/10447318.2024.2310921
• Arvola, M., Edfors Fuchs, I., Nyman, I., & Szczepanski, A. (2021). Mobile augmented reality and outdoor education. Built Environment, 47(2), 223-242. https://doi.org/10.2148/benv.47.2.223
• Bulut, M., & Ferri, R. B. (2023). A systematic literature review on augmented reality in mathematics education. European Journal of Science and Mathematics Education, 11(3), 556-572. https://doi.org/10.30935/scimath/13124
• Cakirlar-Altuntas, E., & Turan, S. L. (2023). Effectiveness of documentary-based augmented reality application in teaching environmental problems. Journal of Biological Education. https://doi.org/10.1080/00219266.2023.2282423
• Cetin, H., & Turkan, A. (2021). The effect of augmented reality based applications on achievement and attitude towards science course in distance education process. Education and Information Technologies, 27(2), 1397-1415. https://doi.org/10.1007/s10639-021-10625-w
• Chamas, A., Moon, H., Zheng, J., Qiu, Y., Tabassum, T., Jang, J. H., Abu-Omar, M., Scott, S. L., & Suh, S. (2020). Degradation rates of plastics in the environment. ACS Sustainable Chemistry & Engineering, 8(9), 3494-3511. https://doi.org/10.1021/acssuschemeng.9b06635
• Chen, S. Y. (2022). To explore the impact of augmented reality digital picture books in environmental education courses on environmental attitudes and environmental behaviors of children from different cultures. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1063659
• Chin, K. Y., Kao, Y. C., & Wang, C. S. (2020). Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest. Australasian Journal of Educational Technology, 37(1), 27-42. https://doi.org/10.14742/ajet.5841
• de Moraes Rossetto, A. G., Martins, T. C., Silva, L. A., Leithardt, D. R. F., Bermejo-Gil, B. M., & Leithardt, V. R. Q. (2023). An analysis of the use of augmented reality and virtual reality as educational resources. Computer Applications in Engineering Education, 31(6), 1761-1775. https://doi.org/10.1002/cae.22671
• Gao, J., & Tian, M. (2016). Analysis of over-consumption of natural resources and the ecological trade deficit in China based on ecological footprints. Ecological Indicators, 61, 899-904. https://doi.org/10.1016/j.ecolind.2015.10.044
• Garzón, J., Acevedo, J., Pavón, J., & Baldiris, S. (2020). Promoting eco-agritourism using an augmented reality-based educational resource: A case study of aquaponics. Interactive Learning Environments, 30(7), 1200-1214. https://doi.org/10.1080/10494820.2020.1712429
• Glowinski, I., & Bayrhuber, H. (2011). Student labs on a university campus as a type of out-of-school learning environment: Assessing the potential to promote students’ interest in science. International Journal of Environmental and Science Education, 6(4), 371-392.
• Hamzah, M. L., Ambiyar, A., Rizal, F., Simatupang, W., Irfan, D., & Refdinal, R. (2021). Development of augmented reality application for learning computer network device. International Journal of Interactive Mobile Technologies, 15(12), Article 47. https://doi.org/10.3991/ijim.v15i12.21993
• Hewitt, N., Wood, S., & Wilson, B. (2022). Ecosystem education with augmented reality: A flexible tool for in-field learning. Professional Geographer, 75(4), 577-590. https://doi.org/10.1080/00330124.2022.2134151
• Hsu, C. H. (2021). Environmental education: Revealing some current problems from personal opinion. Technium Social Sciences Journal, 22, 113-116. https://doi.org/10.47577/tssj.v22i1.4200
• Huang, T.-C., Chen, M.-Y., & Hsu, W.-P. (2019). Do learning styles matter? Motivating learners in an augmented geopark. Educational Technology & Society, 22(1), 70-81.
• Huh, J. R., Park, I. J., Sunwoo, Y., Choi, H. J., & Bhang, K. J. (2020). Augmented reality (AR)-based intervention to enhance awareness of fine dust in sustainable environments. Sustainability, 12(23), Article 9874. https://doi.org/10.3390/su12239874
• Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers and Education, 68, 545-556. https://doi.org/10.1016/j.compedu.2013.02.018
• Kumpulainen, K., Wong, C. C., Byman, J., Renlund, J., & Vadeboncoeur, J. A. (2023). Fostering children’s ecological imagination with augmented storying. The Journal of Environmental Education, 54(1), 33-45. https://doi.org/10.1080/00958964.2022.2152407
• Lin, Y., & Yu, Z. (2023). A meta-analysis of the effects of augmented reality technologies in interactive learning environments (2012-2022). Computer Applications in Engineering Education, 31(4), 1111-1131. https://doi.org/10.1002/cae.22628
• Liu, J., Hu, Z., Du, F., Tang, W., Zheng, S., Lu, S., An, L., & Ding, J. (2023). Environment education: A first step in solving plastic pollution. Frontiers in Environmental Science, 11. https://doi.org/10.3389/fenvs.2023.1130463
• Liu, T.-Y., Tan, T.-H., & Chu, Y.-L. (2009). Outdoor natural science learning with an RFID-supported immersive ubiquitous learning environment. Educational Technology & Society, 12(4), 161-175.
• Lo, J. H., Lai, Y. F., & Hsu, T. L. (2021). The study of AR-based learning for natural science inquiry activities in Taiwan’s elementary school from the perspective of sustainable development. Sustainability, 13(11), Article 6283. https://doi.org/10.3390/su13116283
• Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K-12 education: A review of the literature. Technology, Pedagogy and Education, 29(2), 231-249. https://doi.org/10.1080/1475939x.2020.1737210
• Marín-Díaz, V., Sampedro, B., & Figueroa, J. (2022). Augmented reality in the secondary education classroom: Teachers’ visions. Contemporary Educational Technology, 14(2), Article ep348. https://doi.org/10.30935/cedtech/11523
• Marques, M. M., & Pombo, L. (2023). User experience of a mobile app in a city tour game for international doctoral students. Education Sciences, 13(12), Article 1221. https://doi.org/10.3390/educsci13121221
• Masalimova, A. R., Erdyneeva, K. G., Kryukova, N. I., Khlusyanov, O. V., Chudnovskiy, A. D., & Dobrokhotov, D. A. (2023). Bibliometric analysis of augmented reality in education and social science. Online Journal of Communication and Media Technologies, 13(2), Article e202316. https://doi.org/10.30935/ojcmt/13018
• Mei, B., & Yang, S. (2019). Nurturing environmental education at the tertiary education level in China: Can mobile augmented reality and gamification help? Sustainability, 11(16), Article 4292. https://doi.org/10.3390/su11164292
• Nash, N., Capstick, S., Whitmarsh, L., Chaudhary, I., & Manandhar, R. (2019). Perceptions of local environmental issues and the relevance of climate change in Nepal’s terai: Perspectives from two communities. Frontiers in Sociology, 4. https://doi.org/10.3389/fsoc.2019.00060
• Parsons, D., Inkila, M., & Lynch, J. (2019). Navigating learning worlds: Using digital tools to learn in physical and virtual spaces. Australasian Journal of Educational Technology, 35(4). https://doi.org/10.14742/ajet.3675
• Pombo, L., Marques, M. M., Afonso, L., Dias, P., & Madeira, J. (2019). Evaluation of a mobile augmented reality game application as an outdoor learning tool. International Journal of Mobile and Blended Learning, 11(4), 59-79. https://doi.org/10.4018/ijmbl.2019100105
• Pombo, L., Marques, M. M., Lucas, M., Carlos, V., Loureiro, M. J., & Guerra, C. (2017). Moving learning into a smart urban park: Students’ perceptions of the augmented reality EduPARK mobile game. Interaction Design and Architecture(s) Journal, 35, 117-134. https://doi.org/10.55612/s-5002-035-006
• Sáez-López, J. M., Cózar-Gutiérrez, R., González-Calero, J. A., & Carrasco, C. J. G. (2020). Augmented reality in higher education: An evaluation program in initial teacher training. Education Sciences, 10(2), Article 26. https://doi.org/10.3390/educsci10020026
• Safitri, D., Marini, A., Auliya, A. F., & Wardhani, P. A. (2023). Development of augmented reality-based interactive learning media to increase interest in environmental education. Eurasian Journal of Educational Research, 106(106), 101-117.
• Sazly, S. Z. S., Jambari, H., Noh@Seth, N. H., Pairan, M. R., Ahyan, N. A. M., Hamid, M. Z. A., & Osman, S. (2021). Development of augmented reality applications in teaching and learning for topic of current and voltage division for technical and vocational education. Journal of Technical Education and Training/Journal of Technical Education and Training, 13(3), 125-132. https://doi.org/10.30880/jtet.2021.13.03.012
• Schmäing, T., & Grotjohann, N. (2022). The potential and limitations of the Wadden Sea in university, school, and out-of-school contexts from the perspective of biology education. Interdisciplinary Journal of Environmental and Science Education, 18(4), Article e2286. https://doi.org/10.21601/ijese/12072
• Shakirova, N., Berechikidze, I., & Gafiyatullina, E. (2023). The effects of immersive AR technology on the environmental literacy, intrinsic motivation, and cognitive load of high school students. Education and Information Technologies, 29, 6121-9138. https://doi.org/10.1007/s10639-023-12144-2
• Thompson, K. R., Webster, C. D., Pomper, K. W., & Krall, R. M. (2023). Use of a project-based aquaponics curriculum in rural Kentucky school districts increases secondary students’ understanding of ecosystems. Interdisciplinary Journal of Environmental and Science Education, 19(3), Article e2313. https://doi.org/10.29333/ijese/13687
• Tzortzoglou, F., Kosmas, P., & Avraamidou, L. (2023). Design of a location-based augmented reality game for the development of key 21^st century competences in primary education. Contemporary Educational Technology, 15(3), Article ep432. https://doi.org/10.30935/cedtech/13221
• van Kraalingen, I. (2021). A systematized review of the use of mobile technology in outdoor learning. Journal of Adventure Education and Outdoor Learning, 23(3), 203-221. https://doi.org/10.1080/14729679.2021.1984963
• Wang, K., Tekler, Z. D., Cheah, L., Herremans, D., & Blessing, L. (2021). Evaluating the effectiveness of an augmented reality game promoting environmental action. Sustainability, 13(24), Article 13912. https://doi.org/10.3390/su132413912
• Wu, Y., Wan, J., & Yu, W. (2023). Impact of environmental education on environmental quality under the background of low-carbon economy. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1128791
• Zhang, J., Li, G., Huang, Q., Feng, Q., & Luo, H. (2022). Augmented reality in K-12 education: A systematic review and meta-analysis of the literature from 2000 to 2020. Sustainability, 14(15), Article 9725. https://doi.org/10.3390/su14159725

APA

Ladykova, T. I., Sokolova, E. I., Grebenshchikova, L. Y., Sakhieva, R. G., Lapidus, N. I., & Chereshneva, Y. V. (2024). Augmented reality in environmental education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2488. https://doi.org/10.29333/ejmste/14914

Vancouver

Ladykova TI, Sokolova EI, Grebenshchikova LY, Sakhieva RG, Lapidus NI, Chereshneva YV. Augmented reality in environmental education: A systematic review. EURASIA J Math Sci Tech Ed. 2024;20(8):em2488. https://doi.org/10.29333/ejmste/14914

AMA

Ladykova TI, Sokolova EI, Grebenshchikova LY, Sakhieva RG, Lapidus NI, Chereshneva YV. Augmented reality in environmental education: A systematic review. EURASIA J Math Sci Tech Ed. 2024;20(8), em2488. https://doi.org/10.29333/ejmste/14914

Chicago

Ladykova, Tatiana I., Ekaterina I. Sokolova, Ludmila Y. Grebenshchikova, Regina G. Sakhieva, Natalia I. Lapidus, and Yelizaveta V. Chereshneva. "Augmented reality in environmental education: A systematic review". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 8 (2024): em2488. https://doi.org/10.29333/ejmste/14914

Harvard

Ladykova, T. I., Sokolova, E. I., Grebenshchikova, L. Y., Sakhieva, R. G., Lapidus, N. I., and Chereshneva, Y. V. (2024). Augmented reality in environmental education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2488. https://doi.org/10.29333/ejmste/14914

MLA

Ladykova, Tatiana I. et al. "Augmented reality in environmental education: A systematic review". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 8, 2024, em2488. https://doi.org/10.29333/ejmste/14914