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.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2488
https://doi.org/10.29333/ejmste/14914
Publication date: 06 Aug 2024
Article Views: 318
Article Downloads: 192
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