Augmented Reality in Collaborative Learning: A systematic Review on Motivation, Interdisciplinary Understanding, and Team Performance

Augmented Reality (AR) is emerging as an increasingly significant pedagogical tool in higher education. Owing to its immersive and interactive qualities, AR holds promise for enhancing the learning process across a variety of disciplines. One area that requires closer examination is teamwork, where AR may create new opportunities to strengthen student motivation, foster interdisciplinary understanding, and improve the overall effectiveness of group work. Yet, in this context, the potential of AR remains inconclusive, with existing research offering fragmented insights. Recent findings further indicate that immersive technologies such as AR and VR can play a central role in stimulating students’ creative ideation, particularly in entrepreneurial and project-based contexts. While AI emerged as the strongest predictor of innovation, AR/VR was also shown to significantly support students’ ability to generate business ideas, underlining its growing relevance for higher education (Prabowo et al., 2025). This systematic review synthesizes the current state of knowledge on the use of AR in collaborative projects in higher education, focusing on key dimensions such as responsibility, group cohesion, and students’ confidence in contributing to collective outcomes. The review also considers research on foreign language learning, in which collaboration and interaction constitute core pedagogical components. The purpose of this article is to assess the extent to which AR can be regarded as a tool for promoting engagement, self-assessment, and teamwork outcomes in academic education, and to outline future directions for research in this domain