Augmented reality technology as a tool to support chemistry learning: a scoping review

Abstract

Abstract The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the use of Augmented Reality, the links to pedagogy and educational outcomes, specifically in the context of chemistry learning. The scoping review is underpinned by the five-stage Arksey and O’Malley framework. First, research questions are identified. Second, the last ten years studies are explored by using the key word ‘augmented reality + chemistry learning.’ Third, studies are investigated through inclusion and exclusion criteria, and PRISMA model is utilized for article selection. PRISMA model used in the form of four-phase flow diagram, including: identification, screening, eligibility, and included. Fourth, selected articles are charted with respect to numerous dimensions and summaries. Finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved conceptual understanding, increase in students’ interest, engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions.