Abstract
Among the emerging technologies that have been best received in education so far in the first quarter of the twenty-first century, Augmented Reality has been widely positioned. Despite its popularity, the characteristics of its influence and application are unknown in detail. This study focused on the context of Augmented Reality in education. Based on the PRISMA methodology, a systematic mapping was carried out from 70 articles published in the Scopus and Web of Science databases between the years 2011–2021. It was identified that: there is a preference for empirical studies; Spain has the highest scientific production; the studies were mostly directed at university students; and that virtual reality, education, educational technology, entrepreneurship and innovation are the main topics addressed. It is interpreted that there are opportunities in terms of: (1) Studies with mixed methodology; (2) Application in non-university population; and (3) Integration of Augmented Reality in the curriculum. Finally, it is deduced that the economic impulse of local organizations could support the geographic decentralization of Augmented Reality.
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Acknowledgements
The authors acknowledge the financial support of Tecnologico de Monterrey through the “Challenge-Based Research Funding Program 2022”. Project ID # I004-IFE001-C2-T3-T, and the Grants for Scientific Papers Publication (FAP).
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Velarde-Camaqui, D., Sanabria-Z, J., Ramírez-Montoya, M.S., Cebral-Loureda, M. (2024). Augmented Reality in Educational Innovation: A Literature Mapping Review. In: Ibáñez, D.B., Castro, L.M., Espinosa, A., Puentes-Rivera, I., López-López, P.C. (eds) Communication and Applied Technologies. ICOMTA 2023. Smart Innovation, Systems and Technologies, vol 375. Springer, Singapore. https://doi.org/10.1007/978-981-99-7210-4_5
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