Augmented Reality in Physics Learning: Trends, Development Patterns, and Instructional Practices From Systematic Literature

This study examines recent developments in the use of augmented reality (AR) in physics education within the evolving landscape of educational technology. The aim is to provide a comprehensive mapping of research trends, pedagogical approaches, and methodological characteristics of AR-based physics learning. Following PRISMA guidelines, a systematic search across four major databases identified 62 eligible studies published over the past five years. The findings reveal a consistent pattern in which AR is primarily used to support conceptual understanding of abstract physics topics, particularly electricity, mechanics, and magnetism, through inquiry-based and laboratory-oriented learning approaches. These implementations are commonly developed using systematic models such as ADDIE and evaluated through quasi-experimental designs, with Unity–Vuforia emerging as the dominant technological platform. More importantly, AR-based physics education remains largely visualization-centered and is still in an exploratory stage, with research predominantly focusing on short-term cognitive outcomes. This reveals critical gaps in the literature, including an overemphasis on conceptual understanding, limited attention to higher-order scientific competencies, and a lack of longitudinal evidence. These findings suggest that future research should move beyond conceptual gains to adopt more diverse methodologies and foster higher-order skills, such as scientific reasoning, problem solving, and metacognition, in order to fully leverage the potential of AR in physics education.