Augmented Reality in Higher Education: A Systematic Review of Effectiveness and Student Engagement

Abstract

Augmented Reality (AR) is a technology enabling real-time integration of virtual elements into the physical environment, increasingly adopted in higher education settings. This study conducts a comprehensive systematic review of literature examining AR effectiveness and its influence on student engagement in higher education. The Systematic Literature Review (SLR) method follows the PRISMA 2020 protocol. Bibliometric data were obtained from Scopus, Web of Science, and ERIC databases, covering 2015–2025. From 4,699 identified articles, 50 were selected through dual independent reviewer screening (Cohen's Kappa κ = 0.84 for screening; κ = 0.81 for eligibility). Quality appraisal was conducted using an adapted Critical Appraisal Skills Programme (CASP) instrument, yielding a mean quality score of 85% (moderate-high). Findings indicate: (1) AR research trends in higher education show accelerative growth since 2019, reaching 986 articles in 2025; (2) AR is proven effective in improving student learning outcomes with moderate-to-large effect sizes (g = 0.67–0.73), particularly in medicine, science, and engineering; (3) AR consistently enhances intrinsic motivation, behavioral engagement, and cognitive engagement, with perceived enjoyment as a significant mediator; (4) health sciences (28%) and STEM (32%) are the dominant implementation domains; and (5) technical barriers, cognitive load, instructor unpreparedness, and lack of longitudinal studies remain critical challenges. These findings carry important implications for curriculum designers, instructors, and higher education policymakers globally, including Indonesia.