Effect of Augmented Reality–mediated Teaching on School Students’ Learning Achievement in Science: A Systematic Literature Review

Abstract

Augmented Reality (AR) has emerged as a transformative pedagogical technology that enhances science learning by integrating virtual content with real-world environments. This study presents a systematic literature review examining the effect of AR-mediated teaching on the learning achievement of school students in science. Using the PRISMA framework, empirical studies published between 2020 and 2025 were systematically identified from major academic databases based on predefined inclusion and exclusion criteria. Nineteen studies met the eligibility requirements and were analyzed in terms of publication trends, geographical distribution, educational level, research design, and learning outcomes. The synthesis indicates consistent evidence that AR-supported instruction improves students’ conceptual understanding, academic achievement, motivation, and engagement compared with conventional teaching approaches. The findings highlight the pedagogical potential of AR and the need for context-specific experimental research to support its effective integration into school science curricula and inclusive educational practices.