Augmented reality (AR) and virtual reality (VR) have attracted increasing interest in the field of education, largely because of their potential to create immersive and stimulating learning environments. These technologies appear to offer alternative approaches to traditional instruction, enabling interaction between teachers and learners in virtual spaces. Several studies have suggested that AR and VR tools can increase student engagement across a range of subjects and provide meaningful support in classroom settings. This systematic narrative review investigates the benefits, challenges, and application domains of AR and VR in education by analyzing studies published over the past ten years. The literature was gathered from six major academic databases: Scopus, Web of Science, ScienceDirect, ERIC, IEEE Xplore, and the ACM Digital Library. Following the preferred reporting items for systematic reviews and meta-analyses 2020 guidelines, 53 relevant articles were identified and analyzed. The findings indicated mostly positive outcomes tied to the adoption of AR and VR in education, especially in improving learning. Simultaneously, several recurring challenges have been reported, posing barriers to widespread implementation. The review concludes by highlighting areas where further research is necessary to integrate these technologies into educational practices more effectively.

Augmented reality (AR) has attracted significant attention and has become an important topic for many professionals and researchers. This is due to the capability of AR to offer a multitude of advantages that can enrich various domains of life. In education, AR technology has been increasingly used to create new learning experiences and transform real 3D (three-dimensional) or 2D (two-dimensional) objects into virtual elements, capturing users’ interests and motivation while fostering the growth of various human abilities and attitudes. The integration and use of educational games and applications based on AR in mathematics education have historically grown, and their impact has been beneficial for teaching mathematics and creating effective pedagogical scenarios. This paper presents an experiment we will undertake with our educational mobile application, GeoFormeAR, to animate a lesson on “Cylinder and Prism” and then compare it with a similar lesson delivered using the traditional approach in the second class. A post-test was administered to measure the students’ understanding and application of geometric concepts. Additionally, a questionnaire was distributed to collect the students’ perceptions of usability and engagement. The results of this study indicate a significant difference in performance scores between students using the GeoFormeAR mobile application and those learning geometry using traditional methods. Moreover, the questionnaire results reveal positive student perceptions regarding the usability and engagement of the GeoFormeAR mobile application. In conclusion, this study aims to broaden the scope of future vision on the conceptions and adoption of AR in mathematics teaching and learning.

Virtual reality (VR) and artificial intelligence (AI) exert a significant influence on the educational process, particularly by facilitating and enhancing language learning. An investigation, conducted through a questionnaire, was carried out among language teachers to analyze this influence. The main objective was to assess their understanding of VR and AI, focusing on their ability to integrate and effectively use these technologies in language teaching, for both learners and educators. The questionnaire also aimed to uncover the issues encountered in the use of immersive technologies while exploring language teachers’ enthusiasm to incorporate VR and immersive activities into their classes. In this perspective, the emphasis is placed on VR first, then on AI, and on the opportunities offered by AI in creating virtual reality activities. The results obtained will help shed light on the existing relationships in this field, while examining the ethical considerations related to learners’ use of AI in language teaching. Practical recommendations, formulated by experts in the field, complement this study.