Systematic Review of Mobile Augmented Reality Applications in Geography Education
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| Title: | Systematic Review of Mobile Augmented Reality Applications in Geography Education |
|---|---|
| Language: | English |
| Authors: | Rene Schmidt (ORCID |
| Source: | Review of Education. 2025 13(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Geography Instruction, STEM Education, Computer Simulation, Geographic Information Systems, Spatial Ability, Locational Skills (Social Studies), Geographic Location, Student Development, Affective Objectives, Behavior Development, Cognitive Development, Instructional Development, Handheld Devices, Computer Assisted Instruction, Instructional Effectiveness, Technology Integration, Curriculum Evaluation |
| DOI: | 10.1002/rev3.70042 |
| ISSN: | 2049-6613 |
| Abstract: | Augmented reality (AR) as a mobile educational technology enables self-directed and interactive learning by anchoring multimedia-enhanced three-dimensional (3D) content at selected locations. Numerous systematic and meta-reviews for education, specifically for science, technology, engineering and mathematics (STEM), have demonstrated a wide range of positive effects regarding understanding abstract concepts and out-of-school learning and emphasise the importance of subject-specific considerations. In geography education, where abstract spatial phenomena and interaction with space are central topics of the disciplinary examination, an analysis of state-of-the-art AR interventions is lacking. The systematic review fills this gap, analyses the state of the art of mobile AR applications in the subject of geography, and derives essential challenges and possible research lines for increasing the impact on learning. For this purpose, 18 geography-related studies among primary (n = 8) and secondary (n = 10) education published between 2015 and 2023 from five relevant databases were analysed qualitatively. The number of studies increased, especially from 2018 to 2020, and confirmed the positive findings of AR from other educational areas on affective, behavioural and cognitive outcomes in geographic education. However, the specific affordances of mobile AR applications for geography must be more strongly linked to sound instructional and pedagogical considerations. Furthermore, the synergistic potential regarding the digital extension of space and, thus, contextualised multimedia learning with 3D perspectives on invisible structures and processes has yet to be fully exploited and critically reflected upon in a more sophisticated manner in future research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468519 |
| Database: | ERIC |
| Abstract: | Augmented reality (AR) as a mobile educational technology enables self-directed and interactive learning by anchoring multimedia-enhanced three-dimensional (3D) content at selected locations. Numerous systematic and meta-reviews for education, specifically for science, technology, engineering and mathematics (STEM), have demonstrated a wide range of positive effects regarding understanding abstract concepts and out-of-school learning and emphasise the importance of subject-specific considerations. In geography education, where abstract spatial phenomena and interaction with space are central topics of the disciplinary examination, an analysis of state-of-the-art AR interventions is lacking. The systematic review fills this gap, analyses the state of the art of mobile AR applications in the subject of geography, and derives essential challenges and possible research lines for increasing the impact on learning. For this purpose, 18 geography-related studies among primary (n = 8) and secondary (n = 10) education published between 2015 and 2023 from five relevant databases were analysed qualitatively. The number of studies increased, especially from 2018 to 2020, and confirmed the positive findings of AR from other educational areas on affective, behavioural and cognitive outcomes in geographic education. However, the specific affordances of mobile AR applications for geography must be more strongly linked to sound instructional and pedagogical considerations. Furthermore, the synergistic potential regarding the digital extension of space and, thus, contextualised multimedia learning with 3D perspectives on invisible structures and processes has yet to be fully exploited and critically reflected upon in a more sophisticated manner in future research. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70042 |
