Augmented reality for story-related activities in primary and secondary education: a systematic review
Journal
Universal Access in the Information Society
Date Issued
January 12, 2026
DOI
10.1007/s10209-025-01290-8
Abstract
Story-related activities such as storytelling, story creation and narrative-based learning have become a popular pedagogical approach used in education. Additionally, Augmented Reality (AR) is a tool that receives significant attention globally. Recognizing this trend, researchers have been seeking ways to integrate story-related activities with AR in educational contexts. This paper presents a systematic literature review focusing on the use of AR in story-related activities within primary and secondary education. By conducting a systematic search of studies published in the past 5 years between 2019 and 2024, 264 relevant papers were initially identified. After applying inclusion, exclusion and quality criteria, 39 studies were selected for in-depth analysis. Framed by the principles of learning experience design, this review explores how AR is integrated into story-based educational practices, highlighting its current applications, benefits, and barriers. Additionally, the review critically reflects on the need to prioritise pedagogy over technological features when designing AR-enhanced learning experiences. The study concludes with recommendations for future research and practical insights for educators aiming to incorporate AR into story-related educational activities.
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s10209-025-01290-8.pdf
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