## 5 Results
\begin{table}
\begin{tabular}{c p{343.4 pt}} \hline \hline
**Ref.** & **Main Findings** \\ \hline
[164] & Students showcased satisfactory results and enthusiasm and highlighted that the experience stood out from conventional teaching methodologies. The system was flexible, intuitive, presented clear commands, and had acceptable latency. \\ \hline
[165] & The application was regarded as useful to the students who acquired a better comprehension of cybersecurity and learned how to stay safe online. \\ \hline
[166] & The application performance was good and the participants showed good acceptance levels, found it useful and interesting, and quoted that it could be used as an effective supporting tool in the implementation of various teaching aims. \\ \hline
[167] & Students demonstrated increased learning motivation and positive attitudes toward the application. \\ \hline
[168] & Students enjoyed the overall experience while being more engaged and presenting positive emotions. \\ \hline
[169] & The results indicated higher student motivation, participation, and learning outcomes. \\ \hline
[170] & The application increased students’ motivation and interest in programming. \\ \hline
[171, 172] & Most university professors are acquainted with the use of augmented reality and can perform the most trivial tasks with ease. Additionally, they believe that mobile learning using augmented reality can be incorporated into education and increase students’ engagement. Small differences between genders and continents were found. \\ \hline
[173] & Students’ task completion improved and teachers regarded the augmented reality game as helpful and useful. \\ \hline
[174] & The majority of students enjoyed the augmented reality game experience and would be more than willing to participate in similar activities. Teachers confirmed that the application fulfilled the contents and aims of the syllabus. \\ \hline
[175] & Students were really engaged and motivated during the learning activities. The size of the mobile device affected their collaboration. \\ \hline
[176] & Students who used the augmented reality application performed better, were more focused, and demonstrated more positive attitudes. Technology-enhanced contextualized learning can promote and increase students’ learning attitudes and performance. \\ \hline
[177] & Students felt a sense of satisfaction, regarded the experience as suitable for their learning needs, and achieved better learning outcomes. \\ \hline
[178] & Students found the overall approach more engaging, motivating, and interesting in comparison to traditional approaches and exhibited better learning outcomes. \\ \hline
[179] & Students felt more motivated while using the application particularly due to the positive reinforcement text and regarded it as fun, interesting, and intuitive. \\ \hline
[180] & The participants viewed the application positively as it promoted their environmental awareness and improved their language learning experience. \\ \hline
[181] & The results indicated the correlation between grit and learning achievement as well as the application positive impact on improving students’ internal factors of grit—that is hope, purpose, practice, and interest. \\ \hline
[182] & Students’ attitude toward the application, their intention of using it, as well as its practicability and entertainment aspects were the best predictors for its effective design. \\ \hline
[183] & The results indicated that the augmented reality game positively affected students’ learning interests and motivations. \\ \hline
[184] & The application helped students increase their spatial reasoning skills, helped narrow the gender gap in spatial reasoning, and was mostly helpful for students with lower prior spatial reasoning performance. \\ \hline
[185] & Students showcased great empathy with the augmented reality tool and demonstrated increased learning outcomes and better performance in comparison to traditional approaches. \\ \hline
[186] & Students displayed improved writing skills and learning outcomes. \\ \hline
[187] & The augmented reality approach managed to effectively engage students, draw their attention, and promote interdisciplinary subject matter learning. \\ \hline
[188] & Students were motivated by the augmented reality tool and regarded it as a supportive tool to traditional teaching that trigger their interest and enjoyment. \\ \hline
[189] & The augmented reality application intrigued students’ motivation and excitement and increased their collaborative learning by instilling teamwork and discussions. \\ \hline \hline \end{tabular}
\end{table}