### Augmented Reality in Science and Engineering Education  
The theoretical foundation presented herein is based on a literature review conducted using the \"Publish or Perish\" software (version 7) [1] to search the Google Scholar database. The following search syntax was employed: Augmented Reality AND Chemistry OR Biology OR Physics OR Engineering OR STEM OR STEAM OR Science AND Game OR Game-based Learning OR Game based Learning OR Gamification.  
By utilizing the \"Publish or Perish\" tool, which leverages Google Scholar's extensive academic database, we were able to access a wide range of scholarly publications, including both freely accessible documents and those behind paywalls. This approach allowed for a thorough exploration of the current state of research in the field, encompassing studies that might not be readily available through traditional academic search engines. Following the definitions of [PERSON] et al. [2] and [PERSON] [3], we specified AR as a technology combining real and virtual content, in which reality is supplemented with digital content that is interactive, real-time, and with functional 3D registration. AR allows for the enhancement of the real/physical world by overlaying it with virtual content, such as models, text, and animations, in real-time using head-mounted displays, AR goggles, or regular handheld devices (smartphone, tablet). AR technology provides the learner with additional information and content, enabling better comprehension and/or new perspectives. Combining the real world with digital content can serve as a teaching medium for science education by displaying complex phenomena or topics by visualizing on different levels (micro/macroscopic) [4; 5], making the invisible visible [6; 7], or as a substitute for otherwise dangerous or expensive content [8; 9; 10]. Further, AR allows for the integration of digital technology with traditional learning material [11; 12]; it creates interactive [13], engaging, and interesting environments [14; 15] to enable remote and self-paced learning; and/or allows the inclusion of gamification/game-based learning.  
The rising number of AR applications and widening range of topics reflect these benefits. A screening of AR application used for science teaching between 2017 and 2021 [16] showed use of AR in biology for anatomy [11; 17; 18; 19], for \"species' recognition/identification\" [8; 20; 21], for structural/molecular biology [6; 7; 22; 23; 24], and for ecology [13; 14; 15]. In chemistry, AR has been applied to experimentation [25; 26] as well as molecular structures [6; 27]. AR applications were developed for manufacturing and construction training [28; 29], and for physics and electronics [30; 31]. Furthermore, AR was increasingly applied in environmental and sustainability education [32; 33; 34; 35].  
[PERSON] et al. [36] reviewed 58 papers on AR and found it to increase interaction, diversify communication, increase motivation, enrich user experience, and foster skills, such as spatial ability or conceptual understanding. A later review by [PERSON] et al. [37] examined the effect of AR on academic achievement. They differentiated disciplines and found the highest impact in earth science, medium to large effects in math and physics, and small to no significant effects in biology. They also stated there is only \"little research on the usage of game mechanisms on AR-aided scientific learning\".