INTEGRATING AUGMENTED REALITY WITH COGNITIVE CONSTRUCTIVIST THEORY: A SYSTEMATIC REVIEW OF ENHANCING LEARNING IN EDUCATION

Abstract

This paper investigates the integration of AR with cognitive constructivist theory in education. AR facilitates enhanced student engagement and comprehension through immersive learning experiences, while cognitive constructivism predicated on Piaget's theory, emphasizes active knowledge construction through experience. Notwithstanding AR potential, challenges such as financial constraints, technological barriers, and the necessity for pedagogical adaptation impede its broader adoption in educational settings. The study sought to examine the alignment of AR with cognitive constructivist principles, clarify the challenges associated with its implementation, and propose evidence-based practices for its effective integration After a systematic analysis of Scopus and Web of Science databases using the PRISMA methodology, 14 relevant publications that satisfied the predefined inclusion and exclusion criteria were found. According to research findings, AR improves experiential learning and conceptual understanding, especially in STEM and vocational education. However, there is a lack of longitudinal studies evaluating AR long-term impact on cognitive development, skill retention, and motivation. The gap shows the necessity for further research and refined pedagogical frameworks. The review suggests that future research should focus on personalized AR experiences and investigate its application across diverse educational domains. Furthermore, increased investment in infrastructure, educator training, and collaboration between researchers and practitioners is deemed essential to fully harness AR potential in education.