Augmented Reality in STEAM Education: A Systematic Review of Collaborative Practices for Primary Schools

Abstract

This systematic literature review aims to evaluate empirical research on various study types and their outcomes, exploring the potential for enhancing students’ collaboration skills through an augmented reality (AR)-based science, technology, engineering, arts, and mathematics (STEAM) approach in primary education. Key findings include improved student motivation, learning efficiency, the use of visual aids, and hands-on experiences. Furthermore, the study demonstrated enhancements in spatial ability, comprehension of teaching materials, and the creation of an enjoyable learning environment. Additional findings include students’ analytical skills, heightened curiosity, teamwork, and problem-solving abilities. This study emphasizes the utilization of AR-based STEAM in both Western and non-Western countries, showcasing the potential for improved student collaboration. The indicators of improved collaboration include communication, problem-solving, responsibility, and collective decision-making in primary education. This is a crucial issue that requires attention in future research. Therefore, teachers and practitioners must implement interdisciplinary approaches that utilize technology to enhance students’ collaboration skills. Moreover, policymakers need to ensure sufficient technological infrastructure support and training for teachers to effectively utilize AR in teaching.