###### Abstract  
This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students' knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students' cognitive and social-emotional development was evident. educational technology; augmented reality; gamification; education; technology-enhanced learning; extended reality; immersive technologies; digital games; 21 st-century pedagogy; review +
Footnote †: journal: Applied Sciences  
they regard as effective learning. They are seeking meaningful and personalized learning based on experiences and more engaging learning environments, which will motivate them to participate and perform better [7]. Moreover, students prefer to be actively involved in the educational process and not simply be passive listeners and onlookers [8]. Furthermore, learning is more natural, meaningful, and efficient when it places student inquiries at its core, enhances 21 st-century skills development of students, addresses social issues, and is used in conjunction with information and communication technologies (ICT) [9; 10]. Therefore, when state-of-the-art technologies are at the forefront and are used to their fullest potential in a student-centered manner, they can address these issues by providing deeper and more meaningful learning [11]. In addition, with digital devices and emerging technologies being adopted in teaching and learning activities at a rapid pace [12], non-digital and ineffective learning and teaching tools are replaced, existing educational processes are amplified and new educational methods and approaches are offered [13]. Therefore, to provide high-quality education and meet students' needs, technology-enhanced learning should be adopted. Nonetheless, emphasis should be put on students' skills, knowledge, personality traits, interests, and preferences as well as on constantly motivating, encouraging, and engaging them [14]. Using augmented reality and gamification in the educational process can contribute toward improving the educational process and the development of 21 st-century skills, which can be divided into intrapersonal, interpersonal, and cognitive competence domains, and are fundamental to the learning process [15]. Due to its immersive, interactive, and engaging nature, augmented reality can be applied in numerous subjects of all educational stages while yielding educational benefits and creating new learning opportunities and potentials [16; 17].