Current Trends in Augmented Reality to Improve Senior High School Students’ Skills in Education 4.0: A Systematic Literature Review

2.1 Procedure

This research employs the SLR method to explore, identify, evaluate, and interpret all research results that are relevant to the research questions. This research entails searching for relevant articles using the Publish or Perish application, identifying articles, filtering articles, selecting potential articles using the PRISMA diagram, qualitatively analyzing and synthesizing findings, and preparing a research report. We obtained articles from three databases: Google Scholar, Web of Science, and Scopus. We conducted a literature search using the keywords AI, AR, AR in learning, E4.0, and student skills. The time range for publishing articles is between 2015 and 2023 to produce the latest findings (Figure 1). We selected the period from 2015 to 2023 because we observed an increase in the number of AR-themed articles every year, particularly in 2023. This indicates that there is significant potential for future research on this topic. Figure 1 shows that the number of articles published from 2015 to 2023 is 65, 78, 86, 92, 67, 87, 95, 105, and 123.

Figure 1

The number of articles harvested between 2015 and 2023.

2.2 Analysis

The results of the search and harvest of papers from the Google Scholar, Scopus, and Web of Science databases obtained 518 papers. Selection of potential papers using the PRISMA flow diagram (Haddaway, Page, Pritchard, & McGuinness, 2022). At the identification stage, we noted 39 papers as duplicates, marked 83 articles as ineligible, and removed 47 articles for other reasons, leaving 353 papers that successfully passed the identification stage. We excluded 280 papers during the screening stage, retrieved 191 articles, and rejected another 166 reports for various reasons. During the inclusion stage, we selected a total of 31 potential articles for the literature review stage. Next, we selected articles that met the inclusion and exclusion criteria based on title, abstract, and full text (Table 1) (Figure 2).

Figure 2

Selecting potential articles using the PRISMA flow diagram.

2.3 Data Synthesis

At the beginning of the research, we conducted data synthesis using the designed research question (RQ), resulting in 31 potential articles arranged into four sections based on the RQ (Figure 3).

Figure 3

Number of papers based on RQ.

Based on Figure 3, RQ1 shows that eight articles analyze and highlight the development of AI. The number of papers based on RQ2 contains six articles that analyze and highlight the development of AI in education. In RQ3, nine articles analyze and highlight the use of AR in education. In RQ4, eight articles analyze and highlight the development of AR to improve students’ skills in E4.0. This study chose a narrative synthesis approach to systematically synthesize all findings across the included studies instead of conducting a quantitative meta-analysis. We identified articles based on the first author, year of publication, highlights, methods, and conclusions. Furthermore, the team held a review discussion to uncover new insights.

3.1 RQ1: How is AI Development Progressing?

The world of technology is developing rapidly, and one of the most exciting innovations that has revolutionized the way we live is AI. This technology has become an important pillar in various fields, impacting how we work, interact, and make decisions. AI development progress continues to increase rapidly every year, as does the development of digital technology (Table 2).

AI development progress involves several aspects, including legislative discussions, environmental sustainability, technological developments, social consequences, and education (Table 2). AI is indicative of an instrumentalist mindset, seeing technology as the main force behind economic expansion and highlighting the urgency to catch up to more advanced countries (Digilina et al., 2023). AI is a field that focuses on environmentally friendly AI systems to lower energy consumption and increase sustainability in various industries, including manufacturing, transportation, agriculture, and education (Bisaga, Bielova, & Byelov, 2023). The rapid development of AI technology has changed human existence and impacted education. This emphasizes the importance of considering ethical and legal considerations in addition to scientific breakthroughs (Zhang, 2023). AI technology is important for influencing future trends and improvements due to its wide application potential in various fields, including scientific research, medical diagnostics, automated driving, and educational advancement. For AI systems to be responsibly and profitably integrated into various aspects of human activity, ethical issues, and effective state control are essential (Jia, 2023).

The advancement of AI is progressing swiftly, propelled by advances in machine learning, robotics, and ethical considerations. Recent initiatives underscore a multidisciplinary approach to AI, incorporating ethical norms and stakeholder collaboration to guarantee responsible development. This progression is characterized by notable technological advances and an increasing recognition of the necessity for ethical frameworks in AI implementation. Significant advancements in AI machine learning innovations: The shift from rule-based systems to deep learning has transformed AI capabilities, as demonstrated by models like GPT-3 and BERT (Liu, 2023). Robotics integration: The “New Generation Artificial Intelligence Development Plan”: Yu (2022) emphasizes the progressive use of AI in robotics, enhancing automation and efficiency across several sectors. Ethical and multidisciplinary methodologies – responsible AI initiatives: Initiatives such as the observatory on society and artificial intelligence advocate for ethical considerations and public involvement in AI development (Scantamburlo, Cortés, & Schacht, 2020). Collaboration among stakeholders: Highlighting collaboration among academics, industry, and the public is essential for cultivating trust and resolving societal implications (Lopes, Lau, Mariano, & Rocha, 2009). Notwithstanding these gains, obstacles persist, especially in attaining human-like reasoning and mitigating biases in AI systems. Ongoing endeavors are essential to synchronize AI advancement with ethical principles and societal norms.

3.2 RQ2: What is the Role of AI in Education?

The presence of AI with new features, functions, and displays increasingly has an impact on learning activities in schools and universities. AI is becoming a key component of educational technology’s growth and development. This certainly provides explicit implications for human working life in the future. The impact of globalization and the Internet of things on conventional education highlights the need for a more technologically sophisticated education system, emphasizing the importance of AI literacy and encouraging student discovery Liu (2023), through the development of AI in education (Table 3).

Table 3 shows that six articles have examined the development of AI in education. One article debuted in 2023, another in 2022, one in 2016, two in 2018, and one in 2019. The results of the analysis found that AI has the potential to provide an intelligent tutoring system, personalized learning experiences, and enhanced communication through natural language processing. AI is changing the field of education in the future, and it is a big step forward in imitating human intelligence (Latif et al., 2023). This allows robots to perform tasks that previously required human intelligence, such as understanding emotions, thinking, and solving problems (Pendy, 2023). Future AI-enabled education will combine traditional classroom settings with virtual ones, integrate human–computer environments, and use learner-directed learning methodologies (Shrivastava, 2023). AI improves learning outcomes by creating immersive settings, real-time feedback, and personalized experiences. Particularly in higher education, AI chatbots have had a significant positive impact on student learning outcomes, and shorter interventions provide stronger benefits due to the recency effect (Wu & Yu, 2024). Personalized video suggestions powered by AI greatly improve learning outcomes and engagement, especially for students who demonstrate moderate levels of motivation (Huang, Lu, & Yang, 2023).

The incorporation of AI in education is transforming learning environments by augmenting individualized learning, increasing administrative efficiency, and cultivating essential abilities such as computational thinking. Nonetheless, it also poses issues with ethics, data privacy, and accessibility. The subsequent sections delineate the principal functions of AI in education. Benefits of AI in education: customized learning: AI facilitates personalized educational experiences by adjusting content to align with specific student requirements, thereby enhancing engagement and results (Zhunussov, 2024). Improved evaluation: Machine learning algorithms provide sophisticated assessments and predictive analytics, enabling more precise evaluations of students (Pandya, 2024). Assistance for educators: AI systems facilitate teachers by automating grading and administrative responsibilities, enabling greater concentration on instruction (Massaty, Fahrurozi, & Budiyanto, 2024). Obstacles to AI in education ethical considerations: Critical issues such as algorithmic bias and data privacy require careful attention in the deployment of AI (Farahani & Ghasmi, 2024). The digital divide: Disparities in technological access can intensify educational disparities, limiting the advantages of AI for all pupils (Mallik, 2022; Zhunussov, 2024). Educator preparedness: It is essential to prepare educators to effectively integrate AI tools into their instructional methodologies (Thuy & Tien, 2024). Although AI possesses transformative potential for education, it is essential to confront its limitations to guarantee equitable and effective adoption. Harmonizing innovation with ethical considerations is crucial for optimizing the advantages of AI in educational environments. One form of AI technology that teachers can use in learning is virtual reality. The use of AI in AR systems markedly improves their functionality and user experience, indicating a shift toward more sophisticated applications. The subsequent sections examine this relationship comprehensively. The incorporation of AI in AR facilitates real-time object recognition, thereby augmenting user engagement and immersion (Tyagi et al., 2023). Augmented user experience: AI facilitates scene classification and text analysis, enabling AR apps to deliver contextual information informed by user interactions (Sudhir Bale, Furqaan Hashim, Bundele, & Vaishnav, 2023). Industrial applications: several sectors, including education, employ AI-driven AR systems, demonstrating the tangible advantages of this integration (Ye, Huang, Wu, & Hu, 2023).

3.3 RQ3: What is the Role of AR in Education?

AR as a learning media offers a fresh perspective on the current educational media landscape. Through AR, you can use real and visual objects to convey information. AR can stimulate students’ mindsets to think critically about problems and events that occur during learning. AR can visualize abstract concepts for understanding as well as the structure of an object model, making it a more effective medium in education (Table 4).

The literature review (Table 4) reveals that AR provides an immersive and dynamic learning environment, and it can significantly boost student engagement in the classroom. AR technology increases interactivity, engagement, and understanding of difficult ideas by superimposing digital content on the real world, especially in fields such as biology (Daniel & Suleiman, 2023). Students can view 3D models in real time with AR applications such as the RealityScan App, which encourages problem-solving, teamwork, and creative skills necessary for future preparation (Kozov & Ivanova, 2023). In addition, AR smartphone apps allow students to interact with 3D models from multiple perspectives, improving their understanding and memory of the material while giving teachers the freedom to modify lessons and store multiple models in the cloud, ultimately resulting in better learning outcomes and environments. Everyone can have a more enjoyable learning experience (Rakshit et al., 2023).

Education is increasingly using AR to improve learning outcomes (Kiourexidou, Kanavos, Klouvidaki, & Antonopoulos, 2024). AR increases engagement, interactivity, problem-solving skills, cooperation, and creativity. By using smartphones to project 3D models onto flat surfaces, AR offers students a dynamic approach to visualizing and interacting with complex ideas. AR is a powerful learning tool that increases student engagement and knowledge retention by leveraging digital visual elements and sensory cues to create a better version of the real world (Ruiz Muñoz, Yépez González, Romero Amores, & Cali Proaño, 2024). By introducing students to cutting-edge technologies such as the RealityScan app, the use of AR in education not only helps pupils prepare for the future but also transforms traditional pedagogy by providing a new learning format suited for the digital era. This increases the efficacy and enjoyment of the educational process.

AR significantly transforms education by improving engagement, motivation, and learning results across diverse disciplines. AR incorporates interactive and immersive components, enabling learners to visualize intricate concepts and engage with knowledge in a customized way. This adaptability promotes self-directed learning and enables students to assume control of their educational paths. AR offers authentic instructional experiences, enhancing the engagement and significance of learning (Dhaas, 2024). It accommodates various learning styles, enhancing engagement and memory (Kiourexidou et al., 2024). Research indicates substantial enhancements in academic achievement and interest among pupils using AR in STEM fields (Ruiz Muñoz et al., 2024). AR enhances comprehension of intricate concepts, hence augmenting interest in STEM disciplines (Ruiz Muñoz et al., 2024). The incorporation of AR in education significantly enhances student skills, especially in critical thinking, visualization, and language fluency (Hanggara, Qohar, & Sukoriyanto, 2024).

3.4 RQ4: What is the Role of AR in Improving SHS Skills in E4.0?

E4.0 is characterized by the growth of the internet and digital technology, influencing changes in education that can enhance the abilities of SHS students. E4.0 prioritizes the development of students’ skills in media, information, technology, thinking, and innovation. Currently under development, AR serves as a technological innovation for training SHS skills (Table 5).

In E4.0, AR development has demonstrated considerable promise for improving SHS students’ skills in a variety of courses (Table 5). Studies have shown how beneficial AR-based learning modules are for raising students’ interest and motivation in studying chemistry (Parani et al., 2023) as well as their ability to think critically (Whatoni & Sutrisno, 2022), solve problems (Nusroh et al., 2022), and solve problems (Parani et al., 2023). Suryanto et al. (2022) have demonstrated that the use of AR applications in biology classes fosters students’ creative thinking and inclinations, highlighting the app’s ability to stimulate original thought. AR technology is a valuable tool for skill development in the modern educational landscape because it not only improves learning outcomes but also increases student engagement and interest in subjects like biology, chemistry, physics, and environmental studies.

AR improves academic achievement, spatial intelligence, and engagement, which has a major effect on SHS education. Studies have indicated that incorporating AR technology into the classroom enhances learning outcomes and grades, which is advantageous for secondary school pupils (Amores-Valencia, Burgos, & Branch-Bedoya, 2023). AR applications specifically designed for STEM courses can enhance students’ comprehension and engagement with the taught information, aiding them in visualizing difficult concepts (Kozov & Ivanova, 2023). In addition, by giving pupils a visual and interactive approach to understanding abstract ideas and improving their problem-solving abilities, AR can be extremely helpful in the development of spatial intelligence, especially in mathematics (Majeed & ALRikabi, 2022). Teachers can revolutionize SHS teaching by introducing AR into the curriculum to create a more immersive and engaging learning environment that equips students for future challenges and occupations (Rakshit et al., 2023).

Numerous studies have demonstrated that AR improves memory retention in high school students. Studies have indicated that (AR memory training apps can enhance students’ visual memory skills, spatial awareness, and engagement levels, which will result in superior performance over conventional approaches (Alkhabra, Ibrahem, & Alkhabra, 2023; You Lim, Khim Toa, Rao, & Swee Sim, 2023). Incorporating AR technology into environments enhances students’ retention of knowledge, critical thinking abilities, and practical skills, particularly for individuals with high mental capacities (Makhataeva, Akhmetov, & Varol, 2023). Furthermore, studies have shown that AR systems that enhance indoor object representations reduce cognitive load, enhance performance accuracy, and ultimately enhance memory retention in experimental tasks (Tyson, 2021). The notable gains in acquisition, retention, and student satisfaction observed when using AR to teach academic vocabulary demonstrate its potential to improve memory retention in high school students across a variety of educational domains. Apart from that, AR can improve student skills such as creative thinking and innovation, critical thinking and problem-solving, communication, and collaboration.

The incorporation of AI into educational development is crucial in defining Education 4.0, marked by individualized learning and improved teaching methodologies. The capabilities of AI in data analysis and adaptive learning systems enhance a customized educational experience, along with the tenets of Education 4.0. The integration of AR enhances this relationship by providing immersive learning settings that support AI. The subsequent sections elucidate these critical elements. The influence of AI on educational customization. AI facilitates customized learning experiences through the analysis of student data to adapt educational content and feedback (Lima et al., 2024). Intelligent tutoring systems and chatbots augment engagement and accommodate various learning styles (Martin, Zhuang, & Schaefer, 2024). AI and AR work in harmony. AR, when integrated with AI, fosters interactive learning experiences that enhance comprehension and retention (Salmiyanti et al., 2023). The integration of AR with AI can provide real-time feedback and personalized learning trajectories, thereby improving the educational experience (Dúo Terrón, 2024). The integration of AI in education prompts apprehensions about data privacy, algorithmic bias, and fair access to technology (Refmidawati, 2023). Ongoing training for educators and collaborative policy formulation is crucial to tackling these problems and optimizing the advantages of AI (Díaz & Nussbaum, 2024).

4.1 The Limitations of the Study

The study “Current Trends in AR to Enhance SHS Students’ Skills in Education 4.0: A SLR” presents several limitations that should be considered. Here are the key limitations identified by the research, namely, the implementation of AI and AR technologies often faces technical issues, such as software glitches and hardware limitations. The limitations of the SLR on secondary education can be justified through several key aspects. First, secondary education serves as a critical stage in a student’s academic journey, where foundational knowledge and skills are solidified, particularly AR to Enhance High School Students’ Skills in Education 4.0. This focus allows for transformative potential for personalized learning, skill development, and improved communication. These challenges can hinder the effectiveness of the educational tools and impact the overall learning experience for students. The lack of training and preparedness among educators to effectively integrate AI and AR into their teaching practices. Without proper training, teachers may struggle to utilize these technologies to their full potential, limiting their impact on student learning. The use of AI in education raises ethical issues, particularly regarding data privacy and security. Adoption of AI technologies in schools may face obstacles due to concerns about the collection, storage, and use of student data. The study acknowledges the risk of biases in AI algorithms, which can lead to unequal learning opportunities for students. Careless design and monitoring of AI systems could unintentionally perpetuate current educational inequalities. The research may primarily focus on immediate educational outcomes without adequately addressing the long-term effects of AI and AR integration on student learning and skill development. This limitation makes it challenging to assess the sustained impact of these technologies over time.

4.2 Avenues for Further Research

The study titled “Current Trends in Augmented Reality to Enhance Senior High School Students’ Skills in Education 4.0: A Systematic Literature Review” provides numerous opportunities for future research. Here are some potential areas to explore:

1. Longitudinal Studies: We are conducting longitudinal studies to assess the long-term effects of AI and AR on student learning outcomes and skill development. This research could provide insights into how these technologies influence educational trajectories over time.

2. Diverse Educational Contexts: We are investigating the impact of AI and AR in various educational settings, including urban vs. rural schools, different cultural contexts, and diverse student populations. This research can help identify best practices and tailor interventions to specific environments.

3. Teacher Training and Support: We are exploring effective models for teacher training and professional development that focus on the integration of AI and AR. Research could evaluate the impact of these training programs on teachers’ confidence and competence in using technology in the classroom.

4. Ethical Implications: We are examining the ethical considerations surrounding AI and AR in education, specifically about data privacy, algorithmic bias, and equity. This research can inform policies and practices that ensure responsible use of technology in schools.

5. Student Engagement and Motivation: We are investigating how AI and AR technologies affect student engagement, motivation, and learning experiences. Research could focus on understanding which features of these technologies are most effective in enhancing student interest and participation.

6. Collaborative Learning Environments: Investigating the role of AI and AR in promoting collaborative learning environments is a topic of interest. Research could explore how these technologies can facilitate teamwork and communication among students by enhancing their collaborative skills.

7. We are examining the effective integration of AI and AR into various subjects’ existing curricula. This research can help educators understand how to align technology use with learning objectives and standards.

8. Comparative Studies: We are conducting comparative studies between traditional teaching methods and those enhanced by AI and AR. This research can provide evidence of the effectiveness of technology in improving educational outcomes compared to conventional approaches.

In summary, further research in these areas can contribute to a deeper understanding of the implications, benefits, and challenges of integrating AI and AR in education, ultimately leading to more effective teaching and learning practices.