Exploring the Potential of Augmented Reality and Virtual Reality in Physics Education: A Systematic Review of Innovations and Educational Impact

Abstract

The aim of this systematic literature review (SLR) is to explore the transformative potential of Augmented Reality (AR) and Virtual Reality (VR) in physics education, focusing on their innovative applications and measurable impacts on student learning. The review was conducted using the Systematic Literature Review (SLR) method, guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. The PRISMA methodology was employed to ensure a transparent, comprehensive, and replicable review process, including the systematic identification, selection, and evaluation of relevant studies. The data for this review were gathered from prominent academic databases, including Scopus, Web of Science (WoS), and ERIC. A set of inclusion and exclusion criteria was defined to filter the studies, ensuring only relevant research articles focusing on the use of AR and VR in physics education were included. The selection process followed the PRISMA guidelines, which consist of four main phases: identification, screening, eligibility, and inclusion. The findings from this review were then synthesized and analyzed to identify key trends, innovations, and challenges. The review reveals that AR and VR technologies significantly enhance the visualization and interaction with abstract physics concepts, thereby improving student engagement, understanding, and retention of physical principles. Despite the promising outcomes, challenges such as high costs, technical barriers, limited hardware accessibility, and the need for teacher training persist, hindering wider adoption. Based on these findings, the review provides recommendations for overcoming these challenges, emphasizing the importance of continued innovation, better accessibility, and broader integration of AR and VR in physics education to fully leverage their educational potential.