Abstract—The use of digital technology such as augmented reality AR technology has been an important topic of research in several fields, uncovering diverse benefits regarding its impacts. Although there have been numerous empirical studies on the design and evaluation techniques of the AR approach to enhance physical, cognitive, personal, social abilities in science education, their outcomes varied in different science disciplines, and there is a lack of reviews on how the AR has been applied in the field of science education. The aim of this study is to conduct a scoping review on the positivity of AR applications in science education. This study presents a scoping literature review of 26 studies published between 2015-2020 on AR in science education. The results indicated an overall positive impact of AR in science education. The results from this systematic review are expected to provide valuable information regarding the AR usage in science fields.
Index Terms—Science education, augmented reality, scoping review, education.
Malek Jdaitawi, Ayat Alsharoa, and Ahmed Elkilany are with the Department of Self Development, Imam Abdulrahman Bin Faisal University, Saudi Arabia (e-mail: mtmustafa@iau.edu.sa, aalsharoa@iau.edu.sa, amelkilany@iau.edu.sa).
Ashraf Kan'an and Wafa Alashkar are with the Educational Science Faculty, Irbid National University, Jordan (e-mail: kanan_ashraf@yahoo.com, Wafaalashkar@yahoo.com).
Belal Rabab'h is with the Department of Math, Science and ICT education, Bahrain Teachers College, Bahrain (e-mail: brababh@uob.edu.bh).
Mohamed Johari and Ahmed Abbas are with the Computer Science Department, Imam Abdulrahman Bin Faisal University, Saudi Arabia (e-mail: mtjali@iau.edu.sa; amabas@iau.edu.sa).
Cite: Malek Jdaitawi, Ashraf Kan'an, Belal Rabab'h, Ayat Alsharoa, Mohamed Johari, Wafa Alashkar, Ahmed Elkilany, and Ahmed Abas, "The Importance of Augmented Reality Technology in Science Education: A Scoping Review," International Journal of Information and Education Technology vol. 12, no. 9, pp. 956-963, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).