## 5 Results
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Ref.** & **Country** & **Educ. Stages** & **Focus Area** &
\begin{tabular}{c} **Develop.** \\ **Category** \\ \end{tabular} & **Sample** & **Aims** \\ \hline
[163] & Germany & \begin{tabular}{c} K-12 \\ education \\ \end{tabular} & \
\begin{tabular}{c} Culture and \\ language learning \\ \end{tabular} & n/a & n/a &
\begin{tabular}{c} To showcase how augmented reality combined \\ with gamification and machine learning can \\ create immersive and interactive learning \\ experiences for K-12 students. \\ \end{tabular} \\ \hline
[164] & Brazil & \begin{tabular}{c} Higher \\ education \\ \end{tabular} & Anatomy & Cognitive & \
\begin{tabular}{c} 6 participants \\ (university \\ students and/or \\ professionals) \\ \end{tabular} &
\begin{tabular}{c} To present and evaluate an augmented reality \\ application that uses game concepts to \\ facilitate bone anatomy learning. \\ \end{tabular} \\ \hline
[165] & Australia & \begin{tabular}{c} Higher \\ education \\ \end{tabular} & \begin{tabular}{c} Computer science \\ (Cybersecurity) \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 91 university \\ students (41 \\ Bachelor, 34 \\ Master, 16 Ph.D.) \\ \end{tabular} &
\begin{tabular}{c} To develop and present a game design that \\ uses an augmented reality application to \\ motivate students to be more aware and \\ cautious of cybersecurity attacks. \\ \end{tabular} \\ \hline
[166] & China & \begin{tabular}{c} Higher \\ education \\ \end{tabular} & \begin{tabular}{c} Language \\ learning (English) \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 5 college students, \\ 5 English \\ teachers, and 5 \\ technicians \\ \end{tabular} &
\begin{tabular}{c} To assess students' acceptance levels of \\ integrating an augmented reality application \\ that uses gamification elements in English \\ language learning. \\ \end{tabular} \\ \hline
[167] & Germany & \begin{tabular}{c} Higher \\ education \\ \end{tabular} & \begin{tabular}{c} Environmental \\ engineering \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 19 university \\ students \\ \end{tabular} &
\begin{tabular}{c} To assess the impact of a location-based \\ augmented reality application, which uses \\ game mechanisms on university students’ \\ learning about environmental engineering. \\ \end{tabular} \\ \hline
[168] & Greece & \begin{tabular}{c} Primary \\ education \\ \end{tabular} & \begin{tabular}{c} Computer science \\ (Programming) \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} Primary school \\ students \\ \end{tabular} &
\begin{tabular}{c} To examine whether primary school students \\ find gamified augmented reality applications \\ enjoyable and if they help them create rules to \\ overcome learning problems. \\ \end{tabular} \\ \hline
[169] & Spain & \begin{tabular}{c} Higher \\ education \\ \end{tabular} & \begin{tabular}{c} Chemical \\ Engineering \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 179 university \\ students \\ throughout a \\ period of 4 years \\ \end{tabular} &
\begin{tabular}{c} To showcase how the use of gamification \\ elements and augmented reality can support \\ and improve students’ learning and \\ comprehension of diverse topics while also \\ increasing their academic results. \\ \end{tabular} \\ \hline
[170] & Spain & \begin{tabular}{c} K-12 \\ education \\ \end{tabular} & \begin{tabular}{c} Computer science \\ (Programming) \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 12 primary school \\ students \\ \end{tabular} &
\begin{tabular}{c} To present an easy-to-use gamified augmented \\ reality application that supports students’ \\ knowledge acquisition while increasing their \\ computational thinking and motivation. \\ \end{tabular} \\ \hline
[171, 172] & Portugal & \begin{tabular}{c} Higher \\ education \\ \end{tabular} & \begin{tabular}{c} General \\ knowledge \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 212 university \\ professors (80 \\ from S. Europe, 61 \\ from S. America, \\ and 71 from Asia) \\ \end{tabular} &
\begin{tabular}{c} To investigate how higher education professors \\ in southern Europe, South America, and Asia \\ view the use of mobile technologies and \\ particularly the use of augmented reality and \\ gamification applications within education. \\ \end{tabular} \\ \hline
[173] & Taiwan & \begin{tabular}{c} Secondary \\ education \\ \end{tabular} & ATM skills & Cognitive & \
\begin{tabular}{c} 3 junior high \\ school students \\ \end{tabular} &
\begin{tabular}{c} To increase ATM skills in students with \\ intellectual disabilities. \\ \end{tabular} \\ \hline
[174] & Portugal & \begin{tabular}{c} Primary \\ education \\ \end{tabular} & Astronomy & Cognitive & \
\begin{tabular}{c} 90 primary school \\ students and \\ teachers \\ \end{tabular} &
\begin{tabular}{c} To showcase an educational augmented reality \\ game, which aims at raising students’ \\ awareness of astronomy concepts and \\ promoting their learning regarding the \\ planetary systems in formal and informal \\ learning environments. \\ \end{tabular} \\ \hline
[175] & Greece & \begin{tabular}{c} Primary \\ education \\ \end{tabular} & \begin{tabular}{c} Computational \\ thinking \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 26 primary school \\ students \\ \end{tabular} &
\begin{tabular}{c} To showcase a collaborative mobile augmented \\ reality application that implements game \\ elements to assist primary school students in \\ developing their critical thinking skills. \\ \end{tabular} \\ \hline
[176] & Taiwan & \begin{tabular}{c} Secondary \\ education \\ \end{tabular} & \begin{tabular}{c} Language \\ learning (English) \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 65 junior high \\ school students \\ \end{tabular} &
\begin{tabular}{c} To examine how iMap-enhanced and \\ AR-enhanced learning within a gamified \\ language learning context affects low achievers’ \\ learning attitudes and performance. \\ \end{tabular} \\ \hline \hline \end{tabular}
\end{table}