Abdul Rahman, Mukhamad Murdiono, Bambang Saptono
This systematic literature review aims to evaluate empirical research on various study types and their outcomes, exploring the potential for enhancing students’ collaboration skills through an augmented reality (AR)-based science, technology, engineering, arts, and mathematics (STEAM) approach in primary education. Key findings include improved student motivation, learning efficiency, the use of visual aids, and hands-on experiences. Furthermore, the study demonstrated enhancements in spatial ability, comprehension of teaching materials, and the creation of an enjoyable learning environment. Additional findings include students’ analytical skills, heightened curiosity, teamwork, and problem-solving abilities. This study emphasizes the utilization of AR-based STEAM in both Western and non-Western countries, showcasing the potential for improved student collaboration. The indicators of improved collaboration include communication, problem-solving, responsibility, and collective decision-making in primary education. This is a crucial issue that requires attention in future research. Therefore, teachers and practitioners must implement interdisciplinary approaches that utilize technology to enhance students’ collaboration skills. Moreover, policymakers need to ensure suffi-cient technological infrastructure support and training for teachers to effectively utilize AR in teaching. © 2025 by the authors of this article. Published under CC-BY.
Tadulako University, Central Sulawesi, Palu, Indonesia; Yogyakarta State University, Indonesia; Faculty of Social Sciences, Yogyakarta State University, Indonesia; Faculty of Education and Psychology, Yogyakarta State University, Indonesia
