Trend analysis of augmented reality in science education for supporting SDGs

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dc.contributor.authorPrahani, Binar Kurnia
dc.contributor.authorDawana, Irgy Redityo
dc.contributor.authorKurtuluş, Muhammed Akif
dc.date.accessioned2026-01-24T12:20:56Z
dc.date.available2026-01-24T12:20:56Z
dc.date.issued2025
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractIntroduction. One innovation that can enrich learning experiences and student motivation is technology, specifically Augmented Reality (AR). AR technology offers opportunities to provide a more interactive and immersive learning experience, which can support the achievement of the Sustainable Development Goals (SDGs). This research aims to explore the trend of using AR technology in science education as an effort to support the SDGs. Methods. This study uses bibliometric methods and literature review to examine trends in the use of Augmented Reality (AR) technology in science education, with an emphasis on its contribution to the achievement of the Sustainable Development Goals (SDGs). This study aims to answer several main questions, namely: 1) What are the main trends developing in the application of AR in science education in the last five years based on literature indexed in Scopus? 2) To what extent are the authors' contributions and international collaborations related to this topic? 3) What are the innovations in AR technology that have been applied in science education and how do they support the SDGs? 4) What are the research gaps that still need to be addressed in the application of AR in science education? The approach used includes bibliometric analysis to produce quantitative results systematically with the help of VOSviewer software, as well as a literature review that refers to the PRISMA approach. Data were obtained from the Scopus database in December 2024, by screening international articles relevant to the focus of this research. Results. Bibliometric analysis shows that the use of AR in science education is growing, with a significant increase in the utilization of this technology over the past 5 years. AR is proven to provide a more interactive learning experience and help students understand abstract science concepts, as well as increase their engagement in learning. This research also found that there is strong international collaboration in the development of AR applications in science education, as well as implementation challenges that need to be overcome. In addition, this study highlights some research gaps that need to be further explored to maximize the potential of AR in supporting the SDGs. Practical significance. The implications of this study are significant for educators who utilize AR technology to enhance 21st century skills in students. The findings provide insight into current trends in science education and demonstrate the importance of technology integration in learning to support the achievement of the SDGs. This study is also a valuable reference for further research and development in the utilization of AR and other digital technologies in creating a more engaging and effective learning environment. © Binar Kurnia Prahani, Irgy Redityo Dawana, Muhammed Akif Kurtuluş, 2025.
dc.description.sponsorshipKementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, MECRT
dc.identifier.doi10.32744/pse.2025.3.45
dc.identifier.endpage691
dc.identifier.issue3
dc.identifier.scopus2-s2.0-105011383769
dc.identifier.scopusqualityQ2
dc.identifier.startpage676
dc.identifier.urihttps://doi.org/10.32744/pse.2025.3.45
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4697
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherLLC Ecological Help
dc.relation.ispartofPerspektivy Nauki i Obrazovania
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260121
dc.subjectaugmented reality
dc.subjecteducational technology
dc.subjectliterature review
dc.subjectscience education
dc.subjectSDGs
dc.titleTrend analysis of augmented reality in science education for supporting SDGs
dc.typeArticle

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