The Use of Augmented Reality in Teaching History to Primary and Secondary-School Students in Formal and Informal Learning Environments: A Review of the Literature

The aim of this systematic literature review was to examine relevant journal publications regarding the use of Augmented Reality (AR) to teach the subject of History to primary and secondary school students in both formal and informal learning environments. Following an initial search that yielded 21,979 results, 14 journal articles were included in the final analysis. These covered a diverse range of historical settings using technology relying mostly on smart phones, tablets, but also other handheld devices, projectors, and manipulatives enabling tactile learning and embodied instruction. Approximately one–third of the studies did not include references to learning theories or pedagogical backgrounds, while learning outcomes highlighted increased student comprehension, motivation, enjoyment, and positive attitudes. Although AR is not as widely used to teach History as some other subjects, the findings indicate that it could have a positive impact, transforming perceptions of the subject and practices associated with its teaching. The comparatively limited number of AR history studies necessitates further research marked by wider selection criteria and longitudinal studies to track students’ learning over time. The investigation of particular AR affordances facilitating History teaching and the role of learning theories in informing instructional interventions are additional aspects that can benefit from further research. AR’s impact on learning when compared with other digital technologies requires further investigation as technology continues to grow and develop.