Digital Inclusion and Accessibility through Augmented Reality Mobile Technologies in Education: A Systematic Review

Abstract

Augmented reality (AR) is emerging to revolutionize education through the simulation of environments, transforming traditional teaching methods. This systematic literature review (SLR) rigorously explores the factors that influence the digital inclusion and accessibility of augmented reality technologies in education during the period 2022–2024. To carry out the research, the guidelines proposed by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method were followed, ensuring consistency in the information collected. Four highly relevant databases were considered, such as Science Direct, Scopus, Web of Science, and IEEE, taking into account suitability criteria, identifying 28 articles and 27 conferences in paper structure. The results show that 2023 was the year with the highest number of publications, with 45.45%. Also, among the prominent countries, India showed a remarkable predominance with 12.73% of manuscripts. In addition, the research showed that original articles accounted for 51%, highlighting their relevance over conferences. It is important to note that 72% of the manuscripts used for this review correspond to a quantitative approach, 16% to a qualitative approach, and 12% to a mixed approach. Finally, it is concluded that the study allowed us to contrast the difficulties faced by educational institutions in integrating RA, considering the scope and relevant aspects in research aligned to the object of discussion.