Augmented reality and robotics in education: A systematic literature review
Integrating cutting-edge technologies into education has been a continuous goal to enhance teaching and learning experiences. Augmented Reality (AR) and robotics are two emerging technologies that have shown promise in transforming educational environments. This paper presents a systematic review of...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-05-01
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| Series: | Computers in Human Behavior: Artificial Humans |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2949882125000416 |
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| author | Christina Pasalidou Chris Lytridis Avgoustos Tsinakos Nikolaos Fachantidis |
| author_facet | Christina Pasalidou Chris Lytridis Avgoustos Tsinakos Nikolaos Fachantidis |
| author_sort | Christina Pasalidou |
| collection | DOAJ |
| description | Integrating cutting-edge technologies into education has been a continuous goal to enhance teaching and learning experiences. Augmented Reality (AR) and robotics are two emerging technologies that have shown promise in transforming educational environments. This paper presents a systematic review of the literature on the combination of AR and robotics for educational purposes, identifying key applications, benefits, and trends. Using the PRISMA methodology, 69 relevant studies from five major databases were analysed and categorised into three themes: (a) AR and Socially Assistive Robots (SAR), (b) AR-assisted educational robotics, and (c) AR in robotics/engineering education. The review provides insights into how different AR-enhanced robotics applications across primary, secondary, and higher education, provide visualizations, multimodal feedback, and immersive experiences. Key findings suggest that while interactive features of AR and the embodiment of robots show promising results for learning, fostering motivation, excitement, positive attitudes, and enriched educational experiences, challenges such as technological complexity and cost remain barriers to widespread adoption. Future research should focus on pedagogical frameworks and large-scale implementations to optimize AR-robotics integration in diverse educational settings. |
| format | Article |
| id | doaj-art-184ef3a7ecbf4296bfe99ffa86fbfde7 |
| institution | OA Journals |
| issn | 2949-8821 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers in Human Behavior: Artificial Humans |
| spelling | doaj-art-184ef3a7ecbf4296bfe99ffa86fbfde72025-08-20T02:37:39ZengElsevierComputers in Human Behavior: Artificial Humans2949-88212025-05-01410015710.1016/j.chbah.2025.100157Augmented reality and robotics in education: A systematic literature reviewChristina Pasalidou0Chris Lytridis1Avgoustos Tsinakos2Nikolaos Fachantidis3Laboratory of Informatics & Robotic Applications in Education and Society, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece; Corresponding author. 23-25 Kafkasou, GR-54632, Thessaloniki, Greece.Human-Machines Interaction (HUMAIN) Lab, Department of Computer Science, Democritus University of Thrace, Kavala, GreeceAdvanced Educational Technologies and Mobile Applications (AETMA) Lab, Department of Computer Science, Democritus University of Thrace, Kavala, GreeceLaboratory of Informatics & Robotic Applications in Education and Society, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, GreeceIntegrating cutting-edge technologies into education has been a continuous goal to enhance teaching and learning experiences. Augmented Reality (AR) and robotics are two emerging technologies that have shown promise in transforming educational environments. This paper presents a systematic review of the literature on the combination of AR and robotics for educational purposes, identifying key applications, benefits, and trends. Using the PRISMA methodology, 69 relevant studies from five major databases were analysed and categorised into three themes: (a) AR and Socially Assistive Robots (SAR), (b) AR-assisted educational robotics, and (c) AR in robotics/engineering education. The review provides insights into how different AR-enhanced robotics applications across primary, secondary, and higher education, provide visualizations, multimodal feedback, and immersive experiences. Key findings suggest that while interactive features of AR and the embodiment of robots show promising results for learning, fostering motivation, excitement, positive attitudes, and enriched educational experiences, challenges such as technological complexity and cost remain barriers to widespread adoption. Future research should focus on pedagogical frameworks and large-scale implementations to optimize AR-robotics integration in diverse educational settings.http://www.sciencedirect.com/science/article/pii/S2949882125000416RoboticsAugmented realityHRIEducation |
| spellingShingle | Christina Pasalidou Chris Lytridis Avgoustos Tsinakos Nikolaos Fachantidis Augmented reality and robotics in education: A systematic literature review Computers in Human Behavior: Artificial Humans Robotics Augmented reality HRI Education |
| title | Augmented reality and robotics in education: A systematic literature review |
| title_full | Augmented reality and robotics in education: A systematic literature review |
| title_fullStr | Augmented reality and robotics in education: A systematic literature review |
| title_full_unstemmed | Augmented reality and robotics in education: A systematic literature review |
| title_short | Augmented reality and robotics in education: A systematic literature review |
| title_sort | augmented reality and robotics in education a systematic literature review |
| topic | Robotics Augmented reality HRI Education |
| url | http://www.sciencedirect.com/science/article/pii/S2949882125000416 |
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