## 2 Literature Review  
AR is used at all stages of education from primary school to university [23]. Beginning with primary school, a few studies have been conducted to explore AR use in Geography [2; 18; 19; 24]. More specifically, [PERSON] et al. [18] proposed an AR mobile application for learning the solar system to fifth-grade students at primary school. They conducted an experiment to investigate whether the AR application can positively influence students. Overall, 27 students participated, and the results indicated a significant increase in learning outcomes, user satisfaction, and interest. [PERSON] et al. [19] developed a mobile AR game for teaching Geography in the sixth grade of elementary school. The AR game focused on the concept of orientation, where the students could explore the Amazon jungle through user missions, secret location trails, and puzzles. Gamification techniques were also applied, such as ranking, rewards, etc. The sample of this activity included 75 students, who found the AR game attractive, fun, and satisfactory. Therefore, the authors concluded that properly incorporating AR technology into the teaching process of geography-related topics can be a constructive and effective method. In research conducted by [PERSON] [24], a mobile AR application was proposed to teach English as a foreign language through content, which was Geography. The participants were 46 fourth-grade pupils, in total, from primary school. Two separate groups were taught Geography in English, the first one in the traditional way and the experimental group with the usage of an AR Geography application. The AR application featured 3D models, animation, animals, plants, etc. The results of the experiment were satisfactory and showed that AR application had a positive impact on pupils as well as helped them to improve their learning outcomes. [PERSON] et al. [2] implemented an AR application to support learning in the subjects of Geography and History in primary school. The AR application was regarding the Naval Battle of Grand-Port on Mauritius, and the learner could navigate to the battle using AR markers. The AR application was evaluated by 10 teachers who found the application usable and effective, and agreed that such an application could be a useful teaching aid. Advancing to secondary school, [PERSON] et al. [22] proposed an AR application called \"Starry Sky Exploration--Eight Planets in the Solar System\" which was addressed to secondary schools in China for the Geography curriculum. The AR application introduced the students to the eight planets of the solar system. In the study, 36 students were involved, and the use of AR application with experiential learning demonstrated that students increased learning effectiveness, satisfaction, motivation, and enhanced interest in the learning method. [PERSON] et al. (2022), proposed an AR application that augments the printed school atlas with a digital map. The 3D content includes 3D visualizations, animations, etc. Overall, 58 students participated from different classes and different secondary schools. Students easily navigated to the augmented maps, found them interesting, and were influenced in a sustainable way. [PERSON] et al. (2020) also used augmented books as an extension of printed textbooks. A mobile AR application that modeled maps and other characteristics of the African continent was developed. The findings showed that the average score of 28 students of the ninth grade increased and they were more motivated. Apart from K-12 education, studies have been conducted on tertiary education as well. For example, [PERSON] et al. (2021) proposed a mixed-reality learning environment, which included robots and a tangible interface where an AR interactive map was displayed for learning geography, history, and computational thinking. Overall, 24 undergraduate students participated and positively evaluated the framework, concluding that the learning outcomes improved as well as the learning process was fun and enjoyable. [PERSON] et al.