Systematic review of mobile augmented reality applications in geography education
Authors: Schmidt Rene , Stumpe Britta 
Published: February 2025

Augmented reality (AR) as a mobile educational technology enables self‐directed and interactive learning by anchoring multimedia‐enhanced three‐dimensional (3D) content at selected locations. Numerous systematic and meta‐reviews for education, specifically for science, technology, engineering and mathematics (STEM), have demonstrated a wide range of positive effects regarding understanding abstract concepts and out‐of‐school learning and emphasise the importance of subject‐specific considerations. In geography education, where abstract spatial phenomena and interaction with space are central topics of the disciplinary examination, an analysis of state‐of‐the‐art AR interventions is lacking. The systematic review fills this gap, analyses the state of the art of mobile AR applications in the subject of geography, and derives essential challenges and possible research lines for increasing the impact on learning. For this purpose, 18 geography‐related studies among primary (n = 8) and secondary (n = 10) education published between 2015 and 2023 from five relevant databases were analysed qualitatively. The number of studies increased, especially from 2018 to 2020, and confirmed the positive findings of AR from other educational areas on affective, behavioural and cognitive outcomes in geographic education. However, the specific affordances of mobile AR applications for geography must be more strongly linked to sound instructional and pedagogical considerations. Furthermore, the synergistic potential regarding the digital extension of space and, thus, contextualised multimedia learning with 3D perspectives on invisible structures and processes has yet to be fully exploited and critically reflected upon in a more sophisticated manner in future research.

Context and implications

Rationale for this study: There is a gap in geography‐related studies among primary and secondary students regarding mobile AR applications, which offer spatial learning opportunities by making abstract concepts more accessible and supporting extracurricular learning. This review addresses this gap by analysing current studies and identifying ways to enhance geography education.

Why the new findings matter: The latest findings reveal critical technological, pedagogical and thematic perspectives on the progressive use of mobile AR in geography education. They highlight technological configurations and essential instructional and pedagogical approaches to enhance students' understanding of geographic concepts.

Implications for practitioners, educators, researchers, and software developers: Practitioners and educators should integrate mobile AR into geography education by leveraging 3D manipulation and collaboration at designated locations while adhering to instructional and pedagogically sound frameworks. Researchers should conduct long‐term studies comparing pedagogical approaches and examining process variables like cognitive load. Software developers play a crucial role in developing open educational resource (OER) authoring systems for all types of AR, especially location‐based AR, to unlock the spatial learning potential of mobile AR applications, empowering teachers and students to create AR content that enhances geographic learning.