Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Pozo-Sánchez S., Lampropoulos G., López-Belmonte J.

Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students’ fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.

Lampropoulos G., Keramopoulos E., Diamantaras K.

With a view to creating a mixed reality that combines coexisting real and virtual objects and to providing users with real-time access to information in an interactive manner, augmented reality enriches users’ physical environment by incorporating digital and real objects and rendering them in the physical environment in the proper time and spatial framework. Due to its nature, augmented reality can be combined with and exploit other innovative technologies in order to improve its efficiency and potentials. Some such technologies are semantic web, knowledge graphs and deep learning. The study main purpose and contribution is to showcase the benefits of developing semantically enriched augmented reality applications and to present a system architecture for developing such applications as well as to showcase and assess an augmented reality application developed following the proposed architecture. The specific application aims at facilitating end-users’ day-to-day activities, enhancing the learning and informing process and increasing user experience (UX). The results of this study showcase that such applications have the potential to be applied and positively affect various sectors and that they can be a useful, flexible, interactive and informative tool for end-users.

Moseikina M., Toktamysov S., Danshina S.

Background The study aims to consider the prospect possibilities of gamification in historical education and its influence on the development of key professional competencies of workers necessary in current condition of humanitarian sphere development. Methods An experimental study theoretically substantiates the prospects for the gamification of education on the example of history education, in which 40 students from the Рeoples’ Friendship University of Russia and Sechenov First Moscow State Medical University took part. A pedagogical model of gamified history study has been developed and implemented into a 3-month online learning course “Technology for constructing historical interpretations.” The following technological tools were used to support the implementation of gamified learning: the Academy Learning Management System (LMS), the Facebook social network, social media information resources, augmented and virtual reality technologies. A survey was conducted on the Academy LMS platform, in which students were asked to assess the promising opportunities for the impact of gamified learning on the development of key professional competencies in terms of the degree of influence. Results The research results confirmed that the creation of a joint creative and expanded gaming experience leads to the acquisition of practical knowledge and allows learners to acquire skills that are highly relevant for professionals of the 21st century. The students confirmed that educational progress was achieved due to the effective organization of their learning activities, group changeover at the stages of developing historical interpretations, and gamification, which caused a feeling of excitement and qualitatively influenced the desire to achieve the best educational results. Gamified learning allowed educators to keep students' interest in the subject of study. Conclusions According to the results of a survey of students at the end of the course, it was concluded that gamification in history education has a positive effect on the evolutionary development of a personality adaptive to the socio-economic conditions of the 21st century. A model of the evolutionary vertical and horizontal development of the personality has been described.

Kamalodeen V.J., Ramsawak-Jodha N., Figaro-Henry S., Jaggernauth S.J., Dedovets Z.

Popularly used in marketing and business, gamification has been gaining interest in educational contexts for its potential to invigorate otherwise mundane or difficult processes. A gamified environment transfers motivational elements of games to learning activities thereby engaging learners in the learning task thus transforming dull classroom environments to smart ones. This paper presents the design process of a gamification intervention in geometry at elementary level, based upon Huang and Soman (Gamification of education. Research report series: behavioural economics in action, 29. Rothman School of Management, University of Toronto, Toronto, 2013) model. We describe how insights from various sources helped us to refine an intervention previously used in one school. The design focuses on gamifying the tangram, an unplugged resource, through incorporating game-based elements of leader boards, points/stars and challenge levels to motivate young learners individually and in teams. Cognitive and motivational scaffolding undergird five challenge levels to bring affordances to self and social elements for learner participation in increasingly complex geometry tasks. There are limited theoretical models to guide educational researchers, especially ones that do not require digital resources. This paper presents our insights and recommendations to support scaffolded learning in student-centred gamified learning environments.

Alvarez-Marin A., Velazquez-Iturbide J.A.

Augmented reality (AR) for learning is a relevant topic that has recently received considerable attention. However, the current literature lacks a survey of AR-based educational approaches and experiences in the specific field of engineering studies. Five research questions were addressed: RQ1) engineering studies where AR is used; RQ2) types of educational activities where AR is used; RQ3) evaluation of its impact on students and instructors; RQ4) relevant characteristics of AR apps; and RQ5) their degree of interactivity. Regarding RQ1, it is concluded that AR has been mainly used in technical drawing, electronics, and construction. Concerning RQ2, AR apps have assisted in lectures, exercise classes, and laboratories. However, the preferred educational activity varies for each discipline. Regarding RQ3, it has been found that AR apps have been evaluated with respect to students’ or instructors’ perceptions and students’ academic performance. In general, the perceptions are positive, but students criticize some technical elements. Moreover, academic performance is increased in most studies. Finally, regarding RQ4 and RQ5, AR apps do not achieve the highest levels of functional characteristics and have low degrees of interactivity. The systematic review indicates that there is plenty of room for the future use of AR in engineering studies, but each engineering area must identify adequate educational purposes. It is also recommended to assess apps through objective measures, more structured constructs, and validated scales. Finally, higher functional characteristics and interactivity should be encouraged to exploit the full potential of AR.

Chans G.M., Portuguez Castro M.

In the last year, educational experiences have become increasingly challenging due to teaching classes remotely. For this reason, it has been necessary to develop educational strategies that accompany the use of new technologies to maintain student interest. One of these methodologies is gamification, implemented in school environments more frequently due to the pandemic and whose impact on student motivation and engagement needs to be explored. The literature shows that student participation in these contexts should be increased when applying this methodology, where teachers can also provide greater support. This research proposes improving these aspects by developing a gamification strategy that can be easily replicated in other environments. This study was carried out for a chemistry course at a university in central Mexico. This proposal details the short-, medium-, and long-term bonuses which stimulated and motivated students and achieved specific objectives. We also present the quantitative results of a questionnaire applied to 48 engineering students to identify their perceptions of how gamification could increase motivation and engagement in learning the subject of chemistry. In addition, pre- and post-knowledge tests were applied to determine whether there were changes in the learning outcomes. The results indicated that gamification increased student motivation and engagement, improved attitudes, promoted actions such as keeping the camera on during lectures and regular attendance, and improved student grades. This study fills the need for planning strategies to help improve student motivation in online classes and proposes an instrument to measure the results. It can be helpful to those interested in applying or adapting it in other disciplines.

López P., Rodrigues-Silva J., Alsina Á.

This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

Zsigmond I., Buhai A.

Even though we live in a high tech world some of the learning techniques used in medical schools are outdated or are not taking advantage of the latest technologies available. This is partially due to the cost associated with adopting new and ever-changing technologies in emerging economies and lacking awareness of their existence. We created an application that has the potential to help students train themselves better by using Augmented Reality and gamification techniques. It detects the student’s face through the laptop or phone camera and maps realistic skin conditions on the detected face, prompting the student to recognize them. With the overwhelmingly positive response from the surveys, the application should deepen student knowledge of pathologies.

Silva F., Ferreira R., Castro A., Pinto P., Ramos J.

Gamification is a topic which aims to apply game elements to real world tasks, that results in a pleasant influence over a user behaviour towards an objective. Learning is one of the fields where gamification has been implemented and experimented to motivate students and improve their learning process. The first iterations account for the use of game elements such as points, levels and badges or achievements based on task completion according to rules set before. The learning tasks in this approach are not necessarily changed or take advantage of new forms of interactions and guidance. In this article we introduce the application of virtual reality, augmented reality, and machine learning as tools to improve upon the standard application of gamification, making the experience more immersive to the user. We hope to advance gamification to account for more elements, such as digital twins and digital aids in a learning application. In this article we detail possible scenarios for the application of virtual reality and augmented reality combined with machine learning in serious games and learning scenarios.

Cook J., Brown M., Sellwood M., Campbell C., Kouppas P., Poronnik P.

This brief review provides insights into the recent advances made by the Unity game engine into education and the ways that learning resources can be used to teach novice bioscience students to use the VR/AR affordances of the platform. We present our own practises for implementation of a novel gamification task for final-year bioscience students and reflect on the changes we have had to make in order to overcome challenges presented by the COVID-19 pandemic.

Mystakidis S., Christopoulos A., Pellas N.

While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.

Perry B.

As design-based research, this study describes the development and analysis of two location-based augmented reality (AR) serious learning games (SLG) for French second language (FL2) learning. Explorez and VdeUVic are collaborative quest-based SLGs. At different locations on campus, players interact with characters that give them quests including clues or options to further the storyline. These interactions take place in the form of either written text, or audio and video recordings, encouraging students to develop language skills both written and oral. Students choose their own learning path and advance at their own pace. Three cohorts of FL2 university students play-tested the games, with 58 of the 77 students choosing to participate in the study. The design-based research framework for the development of the game iterations and subsequent testing was an iterative process with each stage producing output that became input for the next stage. The evaluation of the AR language tools was implemented by means of a mixed-method case study, collecting data of both a qualitative and quantitative nature, through pre and post-play questionnaires, interviews, and video recordings of student gameplay interactions for analysis. Informed by situated cognition, one of the goals was to provide a contextual and immersive learning experience. Additionally, this research drew on sociocultural theory and the social nature of language learning, emphasizing learner interactions as a principal learning force. This research examined the learners’ perceptions of their learning experience, as well as the ways in which students collaborated to complete the tasks. Employing a situative approach framework informed by social regulation and content processing, student learning patterns were examined. Distinct types of learner interactions amongst teams during gameplay were shown. Patterns in the emergence of learners’ high-level co-regulation during collaborative learning are indicated in the findings. Key elements for the development and implementation of location-based serious games to foster collaborative learning are highlighted.

Ramli R.Z., Marobi N.A., Ashaari N.S.

Logothetis I., Papadourakis G., Katsaris I., Katsios K., Vidakis N.

Augmented Reality in combination with playful learning is used to enhance students’ engagement in blended learning environments. This paper presents an AR game with hand tracking & hand interaction that transforms the classic Hangman word game. The thematic word areas of the game are recycling and Covid 19, two areas that are of great interest today. The game offers alternative interaction through a 3D hand model and 3D objects/letters. The player moves the 3D letters to complete words and collect paper cards with the words’ image. These paper cards are then placed, in any order, by the student to create a picture story and a virtual maquette with AR objects is generated. This maquette allows player to create different picture-stories by shuffling the order of found words’ paper cards. A field study has been contacted with two groups of students, one group used classic learning techniques and the other group used our AR game. Preliminary results of the study show that all students improved their language skills but only the group with the AR game evolve into being more active, involved, participative and engaged in the educational process and developed their creativity skills.

Hincapie M., Diaz C., Valencia A., Contero M., Güemes-Castorena D.

• We study the augmented reality educational applications and type of content. • Few studies contrast the influence of the type of content on quantifiable variables. • There is no preferred framework for the development of augmented reality content. • 3D models have a better impact on memory and motivation than other content. Augmented Reality (AR) has been used successfully in several industries; one of these is education. A systematic understanding of how AR contributes to education still lacks studies about the content type and its effects on learning outcomes. This article systematically analyzes the AR state-of-the-art in education, determines productivity and publication indicators in this field, and identifies research works that have studied how content type affects the learning outcomes. The methodology was performed through a bibliometric analysis using the Scopus database, focusing on AR's educational uses. Engineering education is the primary research trend, followed by simulation, tracking, and virtual reality . Education and e-learning also have leading roles within this analysis, along with gamification and human-computer interaction , whose impacts are further explored. There is no preferred design methodology for creating AR content. In its absence, most of the works suggest a design based on the developers' and researchers' experience.

Elsawah W.

Lin Y., Osman N.A., Tang S., Ahmad M.N., Sulaiman R., Zhang Y., Su J.

Sezgünsay E., Başak T.

Sambo K.U., Shishah W., Isiaku L.

Gamification has emerged as a promising strategy to enhance engagement and learning outcomes in education. However, its adoption in developing countries faces persistent challenges. This study systematically reviews 43 research articles to identify key barriers to gamification adoption and provides new insights into their underlying causes. The findings highlight specific cultural misconceptions, such as the perception of gamification as mere entertainment rather than an educational tool, alongside language barriers and resistance to non-traditional teaching methods. Technological barriers, including limited access to digital devices, high costs, and low digital literacy, further hinder adoption. Institutional challenges, such as rigid curricula, insufficient teacher training, and a lack of supportive policies, exacerbate these issues. Unlike previous studies, this research not only categorizes these barriers but also provides a framework for addressing them. Specific policy recommendations include integrating gamification into national education strategies, subsidizing digital infrastructure, and designing teacher training programs focused on gamified pedagogy. By advocating for localized and context-sensitive gamification strategies, this study offers practical insights for educators, policymakers, and technology developers.

Özkaya M.N., Baykal G.E.

Liamruk P., Onwong N., Amornrat K., Arayapipatkul A., Sipiyaruk K.

Abstract Cultural tourism plays a significant role in preserving traditions and promoting global awareness. However, engaging younger generations with cultural heritage through traditional tourism methods remains challenging, as traditional tourism methods are often perceived as lacking the interactivity and engagement characteristic of digital experiences. The increasing prevalence of digital entertainment and social media has further shifted preferences toward dynamic, personalized content. Integrating modern technologies, such as augmented reality (AR), into cultural tourism experiences can bridge this gap, providing interactive and immersive learning opportunities. This research aimed to develop and assess the usability and educational impact of KideClass in enhancing 21st century skills while promoting cultural tourism. A descriptive evaluation design was employed, with 20 participants: 10 children (aged 6–12 years) and 10 parents. Participants engaged in six mini-games integrated into the KideClass game, designed to enhance cultural and scientific literacy. Data were collected using perceived evaluations of 21st century skill development and a user satisfaction assessment based on a 5-point Likert scale. The results indicated perceived improvements in 21st century skills, particularly in critical thinking/problem-solving (Children: Mean = 4.57, SD = 0.45; Parents: Mean = 4.30, SD = 0.33) and adaptability (Children: Mean = 4.47, SD = 0.55; Parents: Mean = 4.17, SD = 0.32). Children reported higher ratings in scientific literacy (Mean = 4.47, SD = 0.48) compared to parents (Mean = 3.83, SD = 0.36). User satisfaction was high, with audio esthetics (Mean = 4.90, SD = 0.32), creative freedom (Mean = 4.65, SD = 0.67), and AR features (Mean = 4.65 ± 0.78) receiving top ratings. However, usability (Mean = 4.43, SD = 0.69) and narrative clarity (Mean = 4.30, SD = 0.74) were identified as lower than other aspects. Overall, KideClass demonstrates significant potential in enhancing cultural tourism engagement and developing key 21st century skills among children and parents. The integration of AR and gamified learning provides a dynamic and interactive platform for cultural education. While the game was well perceived in terms of user engagement and satisfaction, further refinement in usability and narrative clarity is recommended. Future iterations of the game could benefit from expanded cultural scenarios and collaborative features to foster deeper learning and engagement.

Sockalingam N., Lo K., Teo J., Wei C.C., Jiet D.C., Herremans D., Jun M.L., Kurniawan O., Wang Y., Leong P.K.

Alam T.H., Windiarti I.S.

Simon P.D., Zhong Y., Cruz I.C., Fryer L.K.

Abstract Augmented reality (AR) is one of the key emerging educational technologies that has gained traction in recent years. Subsequently, researchers have also begun to acknowledge AR’s potential as a pedagogical tool that can be integrated into school curricula for environmental education. Such progress is important since the urgency of the climate crisis as evidenced by recent extreme weather events (e.g., record-breaking storms, severe heatwaves across the globe) emphasizes the need to ramp up efforts for educating the youth on the environment. Thus, this scoping review aimed to summarize the characteristics of studies on the use of AR in environmental education to identify important gaps and trends in the literature. A search of three databases (Scopus, Web of Science, and ScienceDirect) was conducted. Forty-two articles were retained after the systematic search procedure and selection process. Findings point to the need for more studies on the use of AR in environmental education. The need to involve teachers in research on AR in environmental education is emphasized, due to the observed lack of participation of teachers in such studies. In future research on this topic, more inclusion and diversity are also recommended to test AR’s utility and effectiveness across contexts. We also recommend an assessment of outcomes relevant to student learning for a more education-driven approach to evaluating the value of AR in promoting environmental education. Other implications for future research and practice are discussed.

Bouhout Y., Schlegel T.

Söbke H., Friedel T., Wehking F., Haupt T., Wiggenbrock J.

Workplace safety training is the cornerstone of workplace safety and accident prevention. In the case of frequently rotating employees, such as in the laboratories of higher education institutions, where students are required to perform tasks as part of their education, a considerable amount of effort for workplace safety training is demanded from the supervising instructors. Accordingly, the use of self-guided workplace safety training may lead to significant savings in the workload for instructors. In this evaluation study, we investigated to what extent an augmented reality (AR) app is deemed suitable for workplace safety training. The prototypical augmented reality (AR) app is based on an AR platform that performs tracking based on visual Simultaneous Localization and Mapping (vSLAM, Google Tango). The workplace safety training was carried out for two common stations and two devices in a workshop of an environmental engineering laboratory at a higher education institution. A total of 12 participants took part in the mixed-method study. Standardized questionnaires were used to assess usability, cognitive load and the learner prerequisites of motivation and emotion. Qualitative results were collected through subsequent semi-structured interviews. The app was able to achieve good usability, and the values for cognitive load can be classified as conducive to learning, as can the values for the learning prerequisites of motivation and emotion. The interviews provided insights into strengths, but also into potential improvements to the app. The study proved that using vSLAM-based AR apps for workplace safety training is a viable approach. However, for further efforts to establish AR-app-based workplace safety training, these insights need to be ported to a new AR platform, as the platform used has since been discontinued.

Stiver M.L., Naveed A., Chilton J., Moyes S.M.

AbstractThis article explores the underutilized potential of incorporating gamified approaches into anatomy outreach initiatives. While gamification and game‐based learning approaches have been widely adopted in formal educational settings, there is a surprising lack of research on their application for community‐based public engagement with anatomy. We emphasize the importance of involving community partners from the outset to co‐design gamified outreach activities. A collaborative approach tailors the final products to the needs, preferences, and resources of the target audiences. By actively involving end users, co‐design fosters a sense of ownership, relevance, and long‐term sustainability for the educational resources. This article also presents a practical guide for evidence‐based implementation of gamified anatomy outreach, drawing on key learning theories. We discuss strategies for supporting participant motivation and fostering an optimal “flow” state, as well as principles of cognitive load theory and social learning. We also apply each of these theoretical frameworks to illustrative examples, demonstrating how gamified learning can enhance the accessibility, engagement, and retention of complex anatomical concepts. We conclude by presenting practical distinctions between implementing gamified approaches in academic versus community settings, highlighting considerations around technology, resources, and audience diversity. By bridging the gap between gamified learning research and public engagement principles, this article aims to provide practical guidance for anatomy educators, outreach coordinators, and game designers seeking to create more accessible, equitable, and impactful experiences for their communities.

Lampropoulos G.

Given the advancements in artificial intelligence and extended reality technologies, this study aims to examine the integration of intelligent tutoring systems into augmented reality and virtual reality environments through a systematic literature review. Following the PRISMA framework, 32 related theoretical, showcase, and case studies published during the period of 2015–2024 are examined. Based on the results, this combination of technologies emerged as an effective educational means that can support both students and teachers, promote lifelong learning, and support face-to-face, blended, and online learning across educational levels and in the workplace. These systems offered immersive, realistic, and interactive learning environments and personalized learning experiences. Additionally, they could identify, monitor, and analyze students’ characteristics, performance, preferences, and motivational, cognitive, and psychological states. These systems could also adapt the learning content, resources, activities, and assessment according to students’ needs and make suitable recommendations. Their ability to offer tailored and real-time feedback, guidance, analytics, and evaluation was highlighted. Additionally, it was revealed that these systems offer meaningful learning experiences and enhance cognitive, affective, psychomotor, and embodied learning through self-directed learning, collaborative learning, personalized learning, and experiential learning approaches. Regarding learning benefits, students who learnt using this combination demonstrated increased engagement, motivation, confidence, immersion, and enjoyment. The students also reported better learning outcomes and academic performance, enhanced knowledge and skills, and improved information understanding and recall. This study also presents the main topics and areas examined, goes over the existing challenges, and suggests future research directions. Finally, the study emphasizes the importance of capitalizing on both human intelligence and machine intelligence to support students, meet their needs, and provide them with quality education and lifelong learning opportunities.

Chiliquinga C., Arguello M., Mayorga P.

Ateş H., Gündüzalp C.

Abstract This study examines the determinants of science teachers' intentions to adopt augmented reality-based gamification through an integrated framework that merges the General Extended Technology Acceptance Model for E-Learning (GETAMEL) with Protection Motivation Theory. The research investigates how cognitive factors, including perceived usefulness and ease of use, interact with motivational constructs such as self-efficacy, anxiety, and perceived threats to influence adoption intentions. Furthermore, the study explores the moderating effect of professional status (pre-service vs. in-service teachers) to identify variations in adoption patterns. A structural equation modeling approach was employed to validate the proposed hypotheses using a diverse sample of 1,634 science teachers. The findings demonstrate that cognitive evaluations, motivational drivers, and social influences jointly shape teachers' intentions to adopt augmented reality-based gamification. Notably, in-service teachers show a stronger response to motivational factors, while pre-service teachers are more affected by perceived barriers. These results offer theoretical contributions to educational technology literature by integrating cognitive, motivational, and social perspectives. Additionally, the study provides practical recommendations for developing targeted professional development programs and strategies to foster augmented reality-based gamification adoption across diverse teaching contexts.