###### Abstract
Gamification positively affects the educational process as it helps integrate game mechanisms and elements into teaching and learning activities, which in turn provide students with more intriguing, motivating, and engaging experiences that have the potential to increase their academic performance [18; 19]. _Justification, Aims, and Research Questions_  
Aiming at addressing students' new and upcoming needs and requirements, education is transforming by integrating new technologies and technological paradigms into its process more actively [20]. The COVID-19 pandemic has further demonstrated the significance of incorporating new technologies and applying new approaches in education and the need to alter conventional learning environments and activities [21]. The combinational use of augmented reality and gamification has the potential to help toward the realization of this transformation, while at the same time yielding several educational merits and opportunities. Moreover, augmented reality and gamification share common attributes and both intrigue and motivate students to participate more actively and perform better in educational activities. Although there have been several studies that examined the use of augmented reality and gamification in education separately, little is known regarding how they can affect education when used in combination. Consequently, the aim of this study was to carry out a systematic literature review to scrutinize the existing knowledge and studies concerning the use of augmented reality and gamification in education to establish its theoretical basis. In that view, this systematic literature review examines all types of related studies for all educational stages and subjects throughout the years. To guide the research, the following research questions (RQ) have been designed:  
1. RQ1: What are the benefits of combining and integrating augmented reality and gamification into the educational process? 2. RQ2: What is the distribution among empirical studies, proposal and prototype papers, as well as review, conceptual, and theoretical papers? 3. RQ3: In which countries have most related studies been carried out? 4. RQ4: What have been the main findings of the related studies regarding the use of augmented reality and gamification in education?RQ5: At which educational stage is the use of augmented reality and gamification more commonly applied? 6. RQ6: What is the main focus of the studies regarding students' cognitive and social-emotional development? 7. RQ7: What sample has mostly been used in the experiments of the related research? 8. RQ8: What have been the most relevant objectives and aims of the studies concerning the use of augmented reality and gamification in education? 9. RQ9: Which are the main areas, topics, and subjects the use of augmented reality and gamification is more widely studied and applied? 10. RQ10: What measurements (research instruments, tools, methods, and variables) are mostly used in the studies regarding the use of augmented reality and gamification in education? 11. RQ11: What development tools, methodologies, and operating systems are mostly used to develop educational augmented reality applications? 12. RQ12: What devices are mostly used to carry out augmented reality experiments? 13. RQ13: What gamification mechanisms and elements are mostly used in gamified educational augmented reality applications? 14. RQ14: What areas, topics, and subjects do the proposed applications, frameworks, methodologies, and models focus on? 15. RQ15: Do the main findings of the different types of studies (empirical studies, proposals, and prototype papers, as well as review, conceptual, and theoretical papers) examined lead to the same conclusions?