Open research questions in Augmented Reality Applications
104 unresolved questions extracted from the limitations and future-work sections of 1,668 Augmented Reality Applications papers in our library. Each links back to the study that raised it.
What the literature leaves open
· Alberto Udali3 Felipe De Miguel-Díez1,2 Philip Chambers6 Funda Yildirim12 Safia El-Alami1,2 Avinash Shanmugam1,2 · Alexander Kaulen19 · Mauricio Acuna20,21 · Zennure Uçar9 · Emilia Tcherkezova14 · Martino Rogai16 · Karol Tomczak7,8 · Ebru Bilici13 · Lukas Stopfer1 · Francesco Latterini4 · Frederico Tupinambá-Simões5 · Raquel Lobo-do-Vale10,11 · Felipe Bravo5 · Oleksandr Soshenskyi15 · · Yannik Wardius1 · · · Pedro Britto17 · Milutin Milenković18 · · Thomas Purfürst1,2 Received: 29 June 2026 / Accepted: 13 July 2026 © The Author(s)…
Augmented Reality in Forestry: Current Capabilities, Limitations, and Future Directions · 2026 · DOIThis review provides the first integrated bibliometric and systematic review mapping of AR in science education, offering a comprehensive overview of publication trends, conceptual development, and empirical learning outcomes, while identifying future research cross-cultural directions investigations, and increased attention to underexplored learning variables (Cheng & Tsai, 2013; Kluge & Hasle, 2023).
Augmented reality in science education: Bibliometric and systematic literature review of trends and outcomes · 2026 · DOIFuture research should examine this intervention with larger samples and across a broader range of functional mathematics tasks, include diverse ID profiles, and explore its application beyond mathematics in other areas of the curriculum in order to strengthen the available empirical evidence.
Augmented Reality–Delivered Video Prompting for Functional Mathematics in Intellectual Disabilities: A Single-Case Design Replication · 2026 · DOIDeclarations Page 17 of 22 15 Over the past two years, both visual performance and wear- able comfort of AR/VR NEDs have improved significantly across multiple dimensions, including form factor, image quality, and natural focus cue support. Because key perfor- mance metrics are inherently coupled and hardware capac- ity remains limited, recent research has increasingly focused on more efficient use of available information by leveraging insights from computational imaging, perception science, and AI. In parallel, adoption of compact and slim optical materials enables AR/VR NEDs to have practically wear- able system size. These trends are expected to further accel- erate and facilitate the commercialization of AR/VR NEDs. Research on QLEDs has advanced device performance to commercially relevant levels of efficiency and operational lifetime for the other color regimes except blue, across selected material platforms. In parallel, continued prog- ress in high-resolution patterning enabled by direct photo- lithography has expanded the feasibility of QLED-based ultra-high-resolution displays. Nevertheless, the limited operational stability of blue QLEDs and persistent reli- ability concerns associated with operation-induced aging remain critical barriers to widespread commercialization. In the near term, further improvements in the operational stability of blue QLEDs, together with effective suppression of operation-induced aging, are expected to accelerate prog- ress toward robust and scalable QLED commercialization. In the case of OLEDs, more study will be performed to improve the device lifetime and efficiency of blue OLEDs because the lifetime of the highly efficient blue OLEDs is not long enough. In addition to the phosphorescent and TADF blue OLEDs, TADF and phosphor sensitized blue FLOLEDs would be actively developed due to the merit of color purity and long device lifetime. They already demon- strated potential as the device technology to meet BT2020 color requirement and would also be widely studied in red and green OLEDs to improve the color gamut of OLEDs. Acknowledgments J.Y. Lee acknowledges financial support from MOTIE (RS-2024-00418086, 50%), and J.-H. Park acknowledges financial support from NRF (RS-2024-00414230, 25%) and MSIT (RS-2024-00337012, 25%). Author contributions W. Han, C.-H. Song, and J.-H. Park wrote the augmented and virtual reality sections. B. Chun and J. Kwak wrote the quantum-dot light-emitting diode section. D. Lee and J. Y. Lee wrote the organic light-emitting diode section. All authors reviewed the manuscript. Data availability No datasets were generated or analysed during the current study. Competing interests The authors declare no competing interests. Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropri- ate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Cre- ative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Com- mons licence and your intended use is not permitted by statutory regu- lation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http:// creativ ecommon s.org /licenses/by-nc-nd/4.0/.
Review of recent display advancements: augmented reality, virtual reality, quantum-dot light-emitting diodes and organic light-emitting diodes · 2026 · DOIfor Researchers The researchers can investigate the impacts of the latest technologies on LE subject and learning outcomes. The effectiveness of the new learning system across different provinces in Vietnam should also be investigated.
A Virtual Reality-Enhanced Learning System for Local Education in Vietnam: Design and Evaluation · 2026 · DOIfor Practitioners This study presents one of the first large-scale implementations of educational technology for the LE subject in Vietnam, particularly in Lamdong province. First, we provide a platform for LE’s content presentation using VR technology and mobile/web applications. Next, various content related to the LE subject is presented in different ways to support and engage students in their studies. Lastly, the positive efficiency of the proposed platform is proven empirically when deploying to high schools in Lamdong province. After using the proposed learning system, most students found that the new ap- proach made studying the LE subject more interesting and relevant. Through the VR-based activities, the students better understood local culture, history, and geography. Moreover, the teachers reported improvements in instructional confidence, flexibility, and student participation. The teachers expressed willing- ness to continue using and extending the system to other grades and subjects. The integration of the latest technologies, e.g., VR and web/mobile applica- tions, into the LE subject can boost students’ learning motivation. To teach the subject efficiently, the teachers should be trained for digital content curation and interactive lesson design.
A Virtual Reality-Enhanced Learning System for Local Education in Vietnam: Design and Evaluation · 2026 · DOILE subject is important in connecting the students with their cultural, historical, and geographic heritage. The proposed learning system contributes to preserv- ing regional identity and providing a model for the digital transformation of public education in Vietnam. The proposed learning system will be expanded to other subjects, such as His- tory or Literature. Moreover, the system should be expanded and evaluated not only in Lamdong province, but also in other provinces in Vietnam.
A Virtual Reality-Enhanced Learning System for Local Education in Vietnam: Design and Evaluation · 2026 · DOIFuture research could focus on refining the measurement of cognitive outcomes, examining long-term learning effects, and expanding investigations to include diverse AR tools and educational contexts. 67%), prompting further investigation into potential moderators. , funnel plot symmetry, Egger’s test, and fail- safe N calculations) indicated that the findings are generally robust and not unduly influenced by bias, though caution is warranted given the sensitivity of practical significance to a small number of unpublished studies.
The effect of integrating augmented reality (AR) on student’s cognitive learning outcomes in science education: A meta-analysis of recent literature · 2026 · DOISample and Generalizability: First, the scope was limited to a single elementary school in Bangka Belitung with a relatively small sample size (N=53).
Augmented Reality Edu-tourism for Literacy and Numeracy: Analysis of the Learning Behavior Patterns of Elementary Students. · 2026 · DOIClassroom practice 1. Group work with MAR should be limited to small groups (no more than three students) to reduce coordination difficulties and ensure active participation. 2. Schools should provide a sufficient number of mobile devices so that students can engage individually with the technology. 3. Activity density should be moderated by reducing the number of tasks and allocating more time for exploration, explanation, and evaluation phases. 4. Balanced natural lighting conditions should be ensured to prevent marker recognition problems. 5. A short orientation session before implementation can help students gain confidence and improve their self-efficacy in using MAR. 6. MAR content should be closely aligned with curriculum objectives and tailored to students’ developmental levels to better support conceptual learning.
From a research perspective, future studies could examine longitudinal effects of MAR on conceptual retention, investigate cross-grade or cross-discipline implementations, and employ mixed-method designs to European Journal of Science and Mathematics Education, 14(1), 130-147 141 Görecek Baybars & Çelik quantify observed affective outcomes.
1. Studies with larger and more diverse samples are recommended to examine how different school infrastructures affect MAR integration. 2. Comparative research across countries could reveal how cultural and educational contexts influence students’ perceptions of MAR. European Journal of Science and Mathematics Education, 14(1), 130-147 143 Görecek Baybars & Çelik 3. Longitudinal or mixed-method studies are needed to explore not only immediate perceptions but also long-term effects on conceptual change, motivation, and digital literacy. 4. Future work might also focus on teacher professional development, investigating how teachers’ technological pedagogical knowledge (TPACK) influences the effective use of MAR in science education. Author contributions: MGB: conceptualization, methodology, data curation, formal analysis, writing – original draft, writing – review & editing; BÇ: methodology, investigation, writing – review & editing. Both authors approved the final version of the article. Funding: The authors received no financial support for the research and/or authorship of this article. Ethics declaration: This study was approved by the Human Research Ethics Committee at Muğla Sıtkı Koçman University on 5 August 2020 with approval number 172. Informed consent was obtained from all participants and their legal guardians prior to data collection. Participation was voluntary. No personally identifiable information was collected. All data were anonymized and stored securely, and confidentiality was maintained throughout the research process in accordance with ethical standards. AI statement: Generative AI-based tools were used solely for language translation and linguistic editing. The authors take full responsibility for the content. Declaration of interest: The authors declared no competing interest. Data availability: Data generated or analyzed during this study are available from the authors on request. REFERENCES Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181. Adıgüzel, O., Batur, H. Z., & Ekşili, N. (2014). Kuşakların değişen yüzü ve Y kuşağı ile ortaya çıkan yeni çalışma tarzı: Mobil yakalılar [The changing face of generations and the new work style emerging with Generation Y: Mobile collar workers]. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(19), 165-182. Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/ j.edurev.2016.11.002 Azuma, R. T. (1997). A survey of augmented reality. Teleoperators and Virtual Environments, 6(4), 355-385.
In fact, it remains to be clarified what are the legal reasons why ENI itself, on the one hand, and the Administrations and/or State Bodies that, for various reasons, control its activity, on the other, can be called to answer, before an Italian Judge, for a planetary phenomenon as complex as climate change. The dominant influence of the MEF and CdP over ENI is not, however, limited to the share package and the shareholders' meeting, but goes to the 'heart' of the company's management and administration.
several have previous demonstrated the positive impact of augmented student reality and engagement, remain unresolved (Tian et al, 2026; Chen, 2025; Dritsas et al., 2026). Most existing studies focus primarily on usability evaluation rather than cognitive learning effectiveness measured through quantitative statistical analysis. In addition, prior AR educational systems often emphasize general STEM learning contexts computer without Research in Education, Technology, and Multiculture | 16 addressing vocational Ratnawati et al., A Serious Game with Augmented Reality... where and abstract education, networking infrastructure practical visualization troubleshooting skills are essential (Jiang et al., 2025; Garg et al., 2025). Furthermore, many studies fail to integrate contextual problem immersive AR solving mechanisms with interactions, resulting limited cognitive reinforcement (Su et al., 2026). Therefore, this study addresses these gaps by developing an ARbased serious game specifically tailored for learning and vocational computer network through expert evaluating validation, user acceptance, normalized gain analysis, and inferential statistical testing. its effectiveness in the proposed study Unlike previous ARbased educational systems that primarily focus on visualization or integrates engagement, problembased seriousgame mechanics with markerbased augmented reality, specifically designed for vocational computer network education (Yanti et al., 2025; Jang et al., 2026; Pallavicini et al., 2026). The proposed system not only visualizes network devices in three dimensional environments but also embeds contextual scenarios, troubleshooting interactive topology exploration, and cognitive reinforcement tasks that align with vocational competency standards. Furthermore, this study evaluates not only usability but also cognitive learning effectiveness using statistical learning gain analysis and inferential testing in real classroom settings. Based on the background and identified problems, the research questions of this study are formulated as follows: RQ1. How feasible is the developed ARbased serious game for computer network learning based on expert validation and user responses? RQ2. How effective is the ARbased serious game in improving students’ cognitive learning outcomes in computer networks? integration of AR technology in serious games influence students’ engagement and understanding of abstract network concepts? RQ3. How does the improves Accordingly, the hypothesis of this study is that the use of an ARbased serious game students’ cognitive significantly learning outcomes in computer network subjects. In summary, this study proposes an innovative learning approach that integrates serious games and augmented to enhance cognitive understanding of computer networks. This approach is expected to provide limitations of to a practical solution conventional learning methods, particularly in vocational education contexts.
A Serious Game with Augmented Reality to Improve Cognitive Learning of Computer Networks · 2026 · DOIIn light of the bibliometric results and thematic trends revealed in this study, several future research, policy, and practice directions are suggested for augmented/assisted technologies for mathematics education. learning First, future research must have a better theoretical underpinning and therefore more explicitly position augmented and immersive learning designs in theories (i.e., embodied cognition, constructivism, established metacognition). In so doing, this work has the potential to advance the field beyond into-theory interpretation, while supporting explications of how and why such technologies afford mathematics learning. To operationalize this, the development of a standardized framework for AR mathematics design is suggested that aligns instrument-determined experimentation and toward http://ijlter.org/index.php/ijlter specific immersive technologies with corresponding mathematical competencies. 860 to explore learning retention, In the second instance, researchers are invited to conduct both longitudinal and transfer of large-scale empirical studies mathematical understanding, and learners’ motivation as well as spatial reasoning and problem-solving skills. Designs like that would counteract the current short-term-intervention fad and build stronger evidence base for deciding what to do in education. Additionally, researchers should target underrepresented mathematical topics, where AR’s ability to visualize complex data distributions, such as in Statistics, could provide unique pedagogical value currently missing in the literature. long-term consequences on Third, more emphasis should be placed on teacher training and development. Preservice and in-service teacher education that supports teachers in designing, implementing, and critically reflecting on augmented and immersive learning activities is vital for pedagogically sound classroom utilization. Studies targeting teachers’ pedagogical beliefs, technological skills and access to technology will help ensure more sustainable uptake. Furthermore, policymakers must prioritize necessary VR/AR infrastructure in schools to prevent digital divide. Fourth, it would be advisable for further studies to broaden their sample and focus across different educational contexts and learner profiles, especially in underprivileged or resource-limited situations. Comparative, cross-cultural research may help in understanding conditions of effectiveness and equity for technology-enhanced mathematics learning. To support this global equity, adopting specific “Open Access” practices to improve global knowledge sharing may be employed. Lastly, inter-disciplinary cooperation involving mathematics educators, learning science researchers, and technology developers is strongly advised. Such collaborations may enable the creation of learner-centered, curriculum-aligned, and ethically led immersive learning spaces that underpin the use of new technologies to drive innovation but also ensure access and quality for all learners. Crucially, this collaboration must establish ethical guidelines for AI and data-driven immersive environments which safeguards students’ privacy. Collectively, these recommendations seek to inform the subsequent wave of research in support of more meaningful, replicable, and theoretically grounded implementations of immersive technologies in mathematics education.
Visualizing Mathematics Learning: A Science Mapping of Augmented Reality and Immersive Learning Technologies in Mathematics Education · 2026 · DOIalike whilst opportunities. This study is unique in that it offers a granular look at the mathematics-specific literature on immersive technologies, mapping the recent confluence of pedagogical theory with advances in new technology not observed in some STEM-wide reviews.
Visualizing Mathematics Learning: A Science Mapping of Augmented Reality and Immersive Learning Technologies in Mathematics Education · 2026 · DOITo address these limitations and strengthen the applicability of the findings, several recommendations are proposed. First, future systematic reviews should consider including broader databases and publication sources to capture a wider range of perspectives and research contexts related to augmented reality and education for sustainable development integration. Second, conducting meta-analyses or comparative syntheses focused on specific methodological types, such as qualitative analysis, can provide clearer insights into the effectiveness of different instructional strategies. Third, longitudinal studies are encouraged to examine the long-term impact of augmented reality and education for sustainable development on students’ essential skills development, particularly in real-world and evolving educational environments. Fourth, future research should account for contextual variables such as technological infrastructure, institutional readiness, and educator expertise by incorporating multi-site or cross- cultural designs. Addressing these aspects will enhance the generalizability of findings and provide more comprehensive guidance for integrating augmented reality and education for sustainable development in science education across diverse settings.
Augmented Reality and Education for Sustainable Development in Science Education: Effects on Students’ Essential Skills-A Systematic Literature Review · 2026 · DOIFuture studies should consider expanding the sample size and including a broader range of user groups - such as family visitors, elderly participants, and cultural tourism audiences - to enhance the representativeness and applicability of the results. Future research could consider employing question banks or alternative evaluation tools to enhance the validity of the measurement. Future research should consider implementing front- end tracking mechanisms within the game system to collect detailed behavioural data at different task nodes, thereby enabling a more nuanced exploration of how game mechanics influence cultural learning pathways. Finally, hybrid models that combine online and offline cultural dissemination should be explored.
Design and application of an AI- and AR-enhanced serious game for interactive learning in the Blue Calico Museum in China · 2026 · DOIAlthough the study provides useful insights for the design of AR-based learning environments, several limitations should be acknowledged. This research focused primarily on developing a conceptual framework and did not proceed to the stages of prototype development or classroom implementation. Consequently, the effectiveness and usability of the proposed School ARventure system have not yet been examined through direct application in learning activities. In addition, the participants involved in the study were drawn from a limited number of special education schools, which means that the learning conditions represented in this research may not fully capture the diversity of instructional contexts found in other schools. Furthermore, while the proposed AR features were designed in response to the learning needs identified during the research process, the technical feasibility and practical constraints associated with developing and operating such a system remain to be explored through further investigation.
School arventure: A design thinking framework for gamified augmented reality mathematics learning for students with intellectual disabilities · 2026 · DOIIn 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.
Notwithstanding the growing advantages of incorporating Augmented Reality (AR) in science education, the pedagogical use of AR combined with Pedagogical Agents (PAs) remains underexplored.
Multiple Generative AI Pedagogical Agents in Augmented Reality Environments: A Study on Implementing the 5E Model in Science Education · 2024 · DOIAlthough AR is a novel and promising tool for educational objectives, little is known about EFL learners' perceptions towards AR-enhanced reading practices and the effect of these practices on EFL learners’ smartphone acceptance levels in EFL learning.
Also, its inclusion within the classroom does not imply great costs, as the necessary hardware requirements for its implementation are limited to the availability of a Smartphone or digital tablet and an internet connection, making it the ideal technology that can be integrated into any educational stage.
While several studies have examined AR applications and the antecedents and consequences of their employment from a consumer perspective, the heritage supplier's view in relation to how AR applications are designed remains underexplored.
Chinese traditional art education plays a unique role in transmitting traditional culture and in developing social civilization but is limited by the monotony of the teaching model structure, its inflexibility in learning time and space, constraints in the teaching scale, and lack of immersive experience.
Most-cited papers in Augmented Reality Applications
- What is augmented reality marketing? Its definition, complexity, and future · Journal of Business Research · 2022 · 381 citations
- Cognitive, affective, and behavioral consumer responses to augmented reality in e-commerce: A comparative study · Journal of Business Research · 2020 · 314 citations
- The impact of augmented reality on cognitive load and performance: A systematic review · Journal of Computer Assisted Learning · 2021 · 314 citations
- Blending the real world and the virtual world: Exploring the role of flow in augmented reality experiences · Journal of Business Research · 2020 · 248 citations
- Shopping in augmented reality: The effects of spatial presence, personalization and intrusiveness on app and brand responses · Journal of Business Research · 2020 · 242 citations
- Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact · Computers & Education · 2022 · 235 citations
- Integrating TTF and UTAUT2 theories to investigate the adoption of augmented reality technology in education: Perspective from a developing country · Technology in Society · 2021 · 231 citations
- A systematic mapping review of augmented reality applications to support STEM learning in higher education · Education and Information Technologies · 2021 · 191 citations
- Exploring the factors influencing the adoption and usage of Augmented Reality and Virtual Reality applications in tourism education within the context of COVID-19 pandemic · Journal of Hospitality Leisure Sport & Tourism Education · 2022 · 173 citations
- Augmented and Virtual Reality in Construction: Drivers and Limitations for Industry Adoption · Journal of Construction Engineering and Management · 2020 · 160 citations
Most recent work
- Optimising the Usability of AI Driven Augmented Reality Displays of Critical Structures During Surgery - An International Study of Surgeon-Computer Interaction · medRxiv · 2026
- The BrutARlist: Exploring How and Why Individuals Alter a Known Brutalist Building with Augmented Reality · 2026
- Augmented Reality in Mathematics Education: Enhancing Middle School Students' Comprehension of Volume Concepts and Classroom Dynamics · International Journal of Science and Mathematics Education · 2026
- Can augmented reality technology reduce learners' cognitive load? A meta-analysis · Smart Learning Environments · 2026
- Integrating AI into Spherical Video-Based Virtual Reality for Teaching Applications in Elementary Chinese Writing Education · The Asia-Pacific Education Researcher · 2026
- Augmented reality-enhanced drama: fostering social information processing in early childhood* · Early Years Journal of International Research and Development · 2026
- School arventure: A design thinking framework for gamified augmented reality mathematics learning for students with intellectual disabilities · Journal of Advanced Sciences and Mathematics Education · 2026
- Methods of utilizing visualization and VR/AR technologies in the development of chemistry projects for 8th-grade students · Journal of Technology and Science Education · 2026
- AR-Based Study Helper: An Interactive 3D Learning System for Education · International Research Journal on Advanced Engineering and Management (IRJAEM) · 2026
- Framework on Teacher-Student Perspectives on Augmented Reality for Supporting Metacognitive Skills in Mathematics Problem Solving · International Journal of Instruction · 2026
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