Augmented Reality in Biology Education: A Literature Review

This systematic review summarises the latest research on the use of augmented reality (AR) in biology education at primary, secondary and tertiary levels. Searching Web of Science, Scopus and Google Scholar, we found 40 empirical studies published up until early 2024. For each study, we analysed biological content, technical features, learning practices and pedagogical impact. AR is most used in human anatomy, particularly in the circulatory and respiratory systems, but also in genetics, cell biology, virology, botany, ecology and molecular processes. Mobile devices dominate as a mediation platform, with marker-based tracking and either commercial apps or self-developed Unity/Vuforia solutions. Almost all studies embed AR in constructivist or inquiry-based pedagogies, and report improved motivation, engagement and conceptual understanding. Nevertheless, reporting on the technical details is inconsistent and the long-term effects are not yet sufficiently researched. AR should therefore be viewed as a pedagogical tool rather than a technological goal that requires careful instructional design and equitable access to ensure meaningful and sustainable learning.