## 5 Results
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Ref.** & **Country** & **Educ. Stages** & **Focus Area** & **Develop.** & **Sample** & **Aims** \\ \hline
[81] & Canada & Higher education & Language learning (French) & Cognitive & \
\begin{tabular}{c} 11 first-year \\ higher school \\ students \\ \end{tabular} &
\begin{tabular}{c} To assess the potential of a mobile application \\ that uses augmented reality and gamification \\ to bridge the gap between education and \\ gaming. \\ \end{tabular} \\ \hline
[137] & Spain & n/a & Music & Cognitive & \
\begin{tabular}{c} 5 teachers and 13 \\ students from a \\ musical school \\ \end{tabular} &
\begin{tabular}{c} To break the initial curve of learning music by \\ motivating students and facilitating the \\ learning process through an augmented reality \\ application. \\ \end{tabular} \\ \hline
[138] & Indonesia & \
\begin{tabular}{c} Primary education \\ \end{tabular} & Art & Cognitive & n/a &
\begin{tabular}{c} To create an augmented reality application to \\ introduce batik design as a form of cultural art \\ to primary school students. \\ \end{tabular} \\ \hline
[139] & Indonesia & \begin{tabular}{c} Primary education \\ \end{tabular} & Culture & Cognitive & \
\begin{tabular}{c} Primary school \\ students and \\ teachers \\ \end{tabular} &
\begin{tabular}{c} To develop an application that uses augmented \\ reality and gamification and to analyze its \\ impact on primary school students’ knowledge \\ of Indonesian culture learning. \\ \end{tabular} \\ \hline
[140] & Malaysia & \begin{tabular}{c} Primary education \\ \end{tabular} & Science & Cognitive & \
\begin{tabular}{c} 9 primary school \\ students and 1 \\ teacher \\ \end{tabular} &
\begin{tabular}{c} To design and develop an augmented reality \\ application that utilizes gamification elements \\ to improve primary school students’ \\ knowledge of microorganisms. \\ \end{tabular} \\ \hline
[141] & Peru & \begin{tabular}{c} Primary education \\ \end{tabular} & Mathematics & Cognitive & \
\begin{tabular}{c} 21 sixth-grade \\ primary school \\ students \\ \end{tabular} &
\begin{tabular}{c} To assess the impact of gamification and \\ augmented reality on motivating primary \\ school students to learn mathematics. \\ \end{tabular} \\ \hline
[142] & Brazil & \begin{tabular}{c} Primary education \\ \end{tabular} & \begin{tabular}{c} Association of \\ images with \\ words \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 2 students \\ \end{tabular} &
\begin{tabular}{c} To gamify a crucial clinic activity for children \\ on the autistic spectrum, namely the \\ correlation of words with images. \\ \end{tabular} \\ \hline
[143] & Romania & \begin{tabular}{c} Higher education \\ \end{tabular} & \begin{tabular}{c} Medical \\ education \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 9 university \\ medical students \\ \end{tabular} &
\begin{tabular}{c} To promote self-learning, increase the learning \\ desire, and facilitate the identification of \\ skin-related medical conditions. \\ \end{tabular} \\ \hline
[144] & Spain & \begin{tabular}{c} Primary education \\ \end{tabular} & \begin{tabular}{c} Emotion \\ detection \\ \end{tabular} & \begin{tabular}{c} Cognitive \\ and social- \\ emotional \\ \end{tabular} & \
\begin{tabular}{c} 38 fifth-grade \\ primary school \\ students \\ \end{tabular} &
\begin{tabular}{c} To compare the impact that competitive and \\ collaborative gameplay styles have on students’ \\ communication and motivation. \\ \end{tabular} \\ \hline
[145] & Taiwan & \begin{tabular}{c} Secondary education \\ \end{tabular} & Health education & \begin{tabular}{c} Cognitive \\ and social- \\ emotional \\ \end{tabular} & \
\begin{tabular}{c} 52 senior high \\ school students \\ \end{tabular} &
\begin{tabular}{c} To design an educational augmented reality \\ board game that capitalizes on card games, \\ slides, and learning sheets to promote health \\ education and compare its influence on \\ students’ different emotions. \\ \end{tabular} \\ \hline
[146] & Hong Kong & \begin{tabular}{c} Higher education \\ \end{tabular} & \begin{tabular}{c} History and \\ culture \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 35 university \\ students \\ \end{tabular} &
\begin{tabular}{c} To present preliminary results regarding the \\ use of an augmented reality application with \\ gamification elements to improve students’ \\ educational experiences when learning history \\ and culture during field trips. \\ \end{tabular} \\ \hline
[147] & Korea & \begin{tabular}{c} Higher education \\ \end{tabular} & \begin{tabular}{c} Language \\ learning (English) \\ \end{tabular} & Cognitive & \
\begin{tabular}{c} 40 college \\ students \\ \end{tabular} &
\begin{tabular}{c} To look into the way technology facilitates \\ language learning and how students use the \\ physical properties and context of a digital \\ learning environment. \\ \end{tabular} \\ \hline \hline \end{tabular}
\end{table}