AR in Education: A Systematic Review of Learning Theories and Teaching Strategies in Architectural Heritage Learning

Abstract

Augmented Reality (AR) has emerged as a groundbreaking tool in the field of education, providing immersive and interactive learning experiences that improve student engagement and understanding. This systematic review examines the potentiality of AR in education, putting particular emphasis on its use in architectural heritage learning. The study integrates literature from Scopus, Web of Science, and Google Scholar as they are employed to explore AR’s technological underpinnings, theoretical undercurrents, and instructional strategies. The results emphasize that AR supports constructivist, experiential, and situated learning by bridging theory with practice. Augmented reality (AR)-supported teaching strategies such as virtual reconstructions, interactive learning environments, and gamification have considerable potential to enhance student motivation and retention. The review also highlights several challenges associated with integrating AR into educational practices, including technical limitations, insufficient training for educators, and accessibility barriers. 2. Therefore, findings demonstrate the absence of interdisciplinary approaches, the need for empirical studies on AR learning effectiveness, and scalable AR-driven pedagogical frameworks. This can add to the overall discussions of educational systems by linking digital learning technologies to established educational methodologies and highlighting the potential for integrating AR across a range of educational contexts.