Evaluating the Role of Augmented Reality in Enhancing Engagement and Learning in TVET Education: A Scoping Review
https://doi.org/10.35877/454RI.asci3916
Keywords:
Augmented Reality, educational technology, learning effectiveness, student engagement, TVET
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Abstract
immersive learning environments that enhance practical skills, engagement, and conceptual understanding. Despite its promise, AR adoption in TVET is still limited, often hindered by high costs, lack of infrastructure, and insufficient training for instructors. This scoping review explores how AR is being used in TVET settings, based on 17 peer-reviewed articles published between 2020 and 2024 in Scopus and Web of Science databases. Following Arksey and O’Malley’s framework and PRISMA guidelines, the review identified three main themes: the benefits of AR in simulation-based learning and student engagement; key barriers including cost and technical challenges; and the importance of digital literacy and institutional support in successful implementation. While AR shows strong potential to bridge the gap between theory and hands-on practice, more needs to be done to ensure its sustainable use. The findings offer practical insights for educators, researchers, and policymakers, stressing the need for better infrastructure, continuous professional development, and more long-term studies to fully realize AR’s role in preparing students for modern industry demands.
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References
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Costa, M. C., Manso, A., & Patrício, J. (2020). Design of a mobile augmented reality platform with game-based learning purposes. Information, 11(127). https://doi.org/10.3390/info11030127
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Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Virtual Reality in Education: Public Perspectives, Sentiments, Attitudes, and Discourses. Education Sciences, 12(11). https://doi.org/10.3390/educsci12110798
Little, T., Dawson, P., Boud, D., & Tai, J. (2024). Can students’ feedback literacy be improved? A scoping review of interventions. Assessment and Evaluation in Higher Education, 49(1), 39–52. https://doi.org/10.1080/02602938.2023.2177613
Liu, Y., Sathishkumar, V. E., & Manickam, A. (2022). Augmented reality technology based on school physical education training. Computers and Electrical Engineering, 99. https://doi.org/10.1016/j.compeleceng.2022.107807
Lu, Y., Wang, X., Gong, J., Zhou, L., & Ge, S. (2022). Classification, application, challenge, and future of midair gestures in augmented reality. Journal of Sensors, 2022. https://doi.org/10.1155/2022/3208047
Mahendru, N., Mai, N., & Hin, H. S. (2024). Elevating students’ shared learning experiences with augmented reality in a digital marketing classroom. Evaluating Art Students’ Engagement with Digital Technologies in Classroom Settings, 23(5), 87–106. https://doi.org/10.26803/ijlter.23.5.5
Masneri, S., Domínguez, A., Pacho, G., Zorrilla, M., Larrañaga, M., & Arruarte, A. (2024). A collaborative AR application for education: From architecture design to user evaluation. Virtual Reality, 28(42). https://doi.org/10.1007/s10055-024-00952-x
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Mondro, C. A., Benner, J. S., Thomson, B. J., & Lang, N. (2024). Implementation of an augmented reality sandbox as a topographic map learning tool in 100-level geology classes increases long-term knowledge retention and classroom engagement. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2024.2436331
Muskhir, M., Luthfi, A., Sidiq, H., & Fadillah, R. (2024). Development of augmented reality based interactive learning media on electric motor installation subjects. International Journal of Informatics Visualization, 8(4), 2097–2103. https://doi.org/10.62527/joiv.8.4.2256
Nusroh, H., Khalif, M. A., & Saputri, A. A. (2022). Developing physics learning media based on augmented reality to improve students’ critical thinking skills. Physics Education Research Journal, 4(1), 23–28. https://doi.org/10.21580/perj.2022.4.1.10912
Othman, N. N. J. N., Kamaruzaman, F. M., & Rasul, M. S. (2024). Challenges in engaging students with learning disabilities in food industry. International Journal of Evaluation and Research in Education, 13(4), 2357–2365. https://doi.org/10.11591/ijere.v13i4.28124
Peterson, J., Pearce, P. F., Ferguson, L. A., & Langford, C. A. (2016). Understanding scoping reviews: Definition, purpose, and process. Journal of the American Association of Nurse Practitioners, 2017, 29(1), 12–16. https://doi.org/https://doi.org/10.1002/2327-6924.12380
Pham, M. T., Rajić, A., Greig, J. D., Sargeant, J. M., Papadopoulos, A., & Mcewen, S. A. (2014). A scoping review of scoping reviews: Advancing the approach and enhancing the consistency. Research Synthesis Methods, 5(4), 371–385. https://doi.org/10.1002/jrsm.1123
Poonja, H. A., Shirazi, M. A., Khan, M. J., & Javed, K. (2023). Engagement detection and enhancement for STEM education through computer vision, augmented reality, and haptics. Image and Vision Computing, 23(5), 87–106. https://doi.org/10.1016/j.imavis.2023.104720
Rohandi, M., Pakaja, J., Mulyanto, A., Novian, D., Hermila, A., Ashari, S. A., & Nugraha, B. (2024). Utilization of learning media based on augmented reality on design material network topology. Indonesian Journal of Electrical Engineering and Computer Science, 36(2), 1083–1091. https://doi.org/10.11591/ijeecs.v36.i2.pp1083-1091
Shkilev, R., Kozachek, A., Abdullayevna, B. I., Abdullayeva, F. S., Toshboyeva, L. J., Inagamova, N. A., & Abdullayev, S. S. O. (2024). Augmented reality in mobile learning: Enhancing interactive learning experiences. Interactive Mobile Technologies, 18(20), 4–15. https://doi.org/10.3991/ijim.v18i20.50795
Shwedeh, F., Nour, M. A., & Akour, I. (2024). Optimizing augmented reality adoption in higher education: A comprehensive analysis of factors impacting data management efficiency. Journal of Infrastructure, Policy and Development, 8(9). https://doi.org/10.24294/jipd.v8i9.6232
Smith, E., McRae, K., Semple, G., Welsh, H., Evans, D., & Blackwell, P. (2021). Enhancing vocational training in the post-COVID era through mobile mixed reality. Sustainability, 13(11). https://doi.org/10.3390/su13116144
Soltis, N. A., McNeal, K. S., Atkins, R. M., & Maudlin, L. C. (2020). A novel approach to measuring student engagement while using an augmented reality sandbox. Journal Of Geography In Higher Education, 44(4), 512–531. https://doi.org/10.1080/03098265.2020.1771547
Topalska, R. (2024). A research on the application of modern information technologies in teaching. TEM Journal-Technology Education Management Informatics, 13(3), 1989–1996. https://doi.org/10.18421/TEM133-27-27
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14, 207–222.
Vázquez-Cano, E., Marín-Díaz, V., Oyarvide, W. R. V, & López-Meneses, E. (2020). Use of augmented reality to improve specific and transversal competencies in students. International Journal of Learning, Teaching and Educational Research, 19(8), 393–408. https://doi.org/10.26803/ijlter.19.8.21
Villegas-Ch, W., Garcia-Ortiz, J., & Sanchez-Viteri Jr, S. (2024). Educational advances in the metaverse: Boosting learning through virtual and augmented reality and artificial intelligence. IEEE Access, 12, 59093–59112. https://doi.org/10.1109/ACCESS.2024.3393776
Vizquez-Villegas, P., Garay-Rondero, C. L., Deng, B., Mejia-Manzano, L. A., Chen, D., & Membrillo-Hernandez, J. (2023). Effect of extended reality learning experience on student engagement in science and engineering courses. International Journal Of Instruction, 16(4), 939–964. https://doi.org/10.29333/iji.2023.16452a
Waskito, Fortuna, A., Prasetya, F., Wulansari, R. E., Nabawi, R. A., & Luthfi, A. (2024). Integration of mobile augmented reality applications for engineering mechanics learning with interacting 3D objects in engineering education. International Journal of Information and Education Technology, 14(3), 354–361. https://doi.org/10.18178/ijiet.2024.14.3.2057
Wulansari, R. E., Sakti, R. H., Saputra, H., Samala, A. D., Novalia, R., & Tun, H. M. (2024). Multimodal analysis of augmented reality in basic programming course: Innovation learning in modern classes. Journal of Applied Engineering and Technological Science, 6(1), 115. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85213322699&partnerID=40&md5=b2f25bf0e4fbc4c1620ac4472739d211
Yahaya, R., Ramdan, M. R., Ahmad, N. L., Ismail, R., Khalid, K., Jusoh, M. A., & Isa, R. M. (2022). Educators’ motivation and intention within the UTAUT model to adopt the flipped classroom: A scoping review. In International Journal of Learning, Teaching and Educational Research (Vol. 21, Issue 2, pp. 285–302). Society for Research and Knowledge Management. https://doi.org/10.26803/ijlter.21.2.16
Zahra, I., Neo, M., & Hew, S. H. (2025). Level-up learning with CIGLE framework: Enhancing learning through interactive, game-based collaboration for effective problem solving. International Journal of Technology, 16(1), 187–206. https://doi.org/10.14716/ijtech.v16i1.7143
Abdul Hamid, R., Ismail, I. M., & Wan Yahaya, W. A. J. (2024). Augmented reality for skill training from TVET instructors’ perspective. Interactive Learning Environments, 32(4), 1291–1299. https://doi.org/10.1080/10494820.2022.2118788
Aldaihani, F. M. F. (2023). From physical to virtual: The impact of mixed reality technologies on students’ engagement in Kuwait universities using structural equation modelling. International Journal of Data and Network Science, 7, 523–532. https://doi.org/10.5267/j.ijdns.2023.3.018
Althibyani, H. A. (2023). An enrichment program based on using of augmented reality technology for developing 3D geometric shapes skills for second grade intermediate students. Information Sciences Letters, 12(12), 1743–1752. https://doi.org/10.18576/isl/120520
Anderson, S., Allen, P., Peckham, S., & Goodwin, N. (2008). Asking the right questions: Scoping studies in the commissioning of research on the organisation and delivery of health services. Health Research Policy and Systems, 6(7). https://doi.org/10.1186/1478-4505-6-7
Apicella, A., Arpaia, P., Frosolone, M., Improta, G., Moccaldi, N., & Pollastro, A. (2022). EEG-based measurement system for monitoring student engagement in learning 4.0. Scientific Reports, 12(1). https://doi.org/10.1038/s41598-022-09578-y
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology: Theory and Practice, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Chung, C.-Y., Awad, N., & Hsiao, I.-H. (2021). Collaborative programming problem-solving in augmented reality: Multimodal analysis of effectiveness and group collaboration. Australasian Journal of Educational Technology, 37(5), 17–31.
Costa, M. C., Manso, A., & Patrício, J. (2020). Design of a mobile augmented reality platform with game-based learning purposes. Information, 11(127). https://doi.org/10.3390/info11030127
Costa, M. C., Santos, P., Patrício, J., & Manso, A. (2021). An interactive information system that supports an augmented reality game in the context of game-based learning. Multimodal Technologies and Interaction, 5(12). https://doi.org/10.3390/mti5120082
Del Moral-Perez, M. E., Lopez-Bouzas, N., & Castaneda-Fernandez, J. (2024). Transmedia skill derived from the process of converting films into educational games with augmented reality and artificial intelligence. Journal Of New Approaches In Educational Research, 13(15). https://doi.org/10.1007/s44322-024-00015-8
Faria, A., & Miranda, G. L. (2024). The effect of augmented reality on learning meiosis via guided inquiry and Pecha Kucha: A quasi-experimental design. Information, 15(9). https://doi.org/10.3390/info15090566
Geng, X. (2024). Enhancing translation education through augmented reality (AR): An empirical analysis of effectiveness and engagement. International Journal of Web-Based Learning and Teaching Technologies, 19. https://doi.org/10.4018/IJWLTT.361651
Jalil, M. Z. A., Razali, N., Rahman, K. A. A., Rahim, M. B., Abd Samad, N., & Hussin, A. (2024). Development and evaluation of an augmented reality chiller system simulator for TVET teaching. Journal Of Technical Education and Training, 16(1), 40–55. https://doi.org/10.30880/jtet.2024.16.01.004
Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative and mixed approaches (7th ed.). United States: Sage Publications.
Kamaruzaman, F. M., Hamid, R., & Mutalib, A. A. (2017). A review on issues and challenges in incorporating complex engineering problems in engineering curriculum and proposed solutions. 2017 7th World Engineering Education Forum (WEEF), 697–701. https://doi.org/10.1109/WEEF.2017.8467167
Kraus, S., Breier, M., & Dasí-Rodríguez, S. (2020). The art of crafting a systematic literature review in entrepreneurship research. International Entrepreneurship and Management Journal, 16(3), 1023–1042. https://doi.org/10.1007/s11365-020-00635-4
Lampropoulos, G., & Chen, N.-S. (2025). Assessing the educational impact of extended reality applications: Development and validation of a holistic evaluation tool. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13383-1
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Virtual Reality in Education: Public Perspectives, Sentiments, Attitudes, and Discourses. Education Sciences, 12(11). https://doi.org/10.3390/educsci12110798
Little, T., Dawson, P., Boud, D., & Tai, J. (2024). Can students’ feedback literacy be improved? A scoping review of interventions. Assessment and Evaluation in Higher Education, 49(1), 39–52. https://doi.org/10.1080/02602938.2023.2177613
Liu, Y., Sathishkumar, V. E., & Manickam, A. (2022). Augmented reality technology based on school physical education training. Computers and Electrical Engineering, 99. https://doi.org/10.1016/j.compeleceng.2022.107807
Lu, Y., Wang, X., Gong, J., Zhou, L., & Ge, S. (2022). Classification, application, challenge, and future of midair gestures in augmented reality. Journal of Sensors, 2022. https://doi.org/10.1155/2022/3208047
Mahendru, N., Mai, N., & Hin, H. S. (2024). Elevating students’ shared learning experiences with augmented reality in a digital marketing classroom. Evaluating Art Students’ Engagement with Digital Technologies in Classroom Settings, 23(5), 87–106. https://doi.org/10.26803/ijlter.23.5.5
Masneri, S., Domínguez, A., Pacho, G., Zorrilla, M., Larrañaga, M., & Arruarte, A. (2024). A collaborative AR application for education: From architecture design to user evaluation. Virtual Reality, 28(42). https://doi.org/10.1007/s10055-024-00952-x
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Estarli, M., Barrera, E. S. A., Martínez-Rodríguez, R., Baladia, E., Agüero, S. D., Camacho, S., Buhring, K., Herrero-López, A., Gil-González, D. M., Altman, D. G., Booth, A., … Whitlock, E. (2016). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica, 20(2), 148–160. https://doi.org/10.1186/2046-4053-4-1
Mondro, C. A., Benner, J. S., Thomson, B. J., & Lang, N. (2024). Implementation of an augmented reality sandbox as a topographic map learning tool in 100-level geology classes increases long-term knowledge retention and classroom engagement. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2024.2436331
Muskhir, M., Luthfi, A., Sidiq, H., & Fadillah, R. (2024). Development of augmented reality based interactive learning media on electric motor installation subjects. International Journal of Informatics Visualization, 8(4), 2097–2103. https://doi.org/10.62527/joiv.8.4.2256
Nusroh, H., Khalif, M. A., & Saputri, A. A. (2022). Developing physics learning media based on augmented reality to improve students’ critical thinking skills. Physics Education Research Journal, 4(1), 23–28. https://doi.org/10.21580/perj.2022.4.1.10912
Othman, N. N. J. N., Kamaruzaman, F. M., & Rasul, M. S. (2024). Challenges in engaging students with learning disabilities in food industry. International Journal of Evaluation and Research in Education, 13(4), 2357–2365. https://doi.org/10.11591/ijere.v13i4.28124
Peterson, J., Pearce, P. F., Ferguson, L. A., & Langford, C. A. (2016). Understanding scoping reviews: Definition, purpose, and process. Journal of the American Association of Nurse Practitioners, 2017, 29(1), 12–16. https://doi.org/https://doi.org/10.1002/2327-6924.12380
Pham, M. T., Rajić, A., Greig, J. D., Sargeant, J. M., Papadopoulos, A., & Mcewen, S. A. (2014). A scoping review of scoping reviews: Advancing the approach and enhancing the consistency. Research Synthesis Methods, 5(4), 371–385. https://doi.org/10.1002/jrsm.1123
Poonja, H. A., Shirazi, M. A., Khan, M. J., & Javed, K. (2023). Engagement detection and enhancement for STEM education through computer vision, augmented reality, and haptics. Image and Vision Computing, 23(5), 87–106. https://doi.org/10.1016/j.imavis.2023.104720
Rohandi, M., Pakaja, J., Mulyanto, A., Novian, D., Hermila, A., Ashari, S. A., & Nugraha, B. (2024). Utilization of learning media based on augmented reality on design material network topology. Indonesian Journal of Electrical Engineering and Computer Science, 36(2), 1083–1091. https://doi.org/10.11591/ijeecs.v36.i2.pp1083-1091
Shkilev, R., Kozachek, A., Abdullayevna, B. I., Abdullayeva, F. S., Toshboyeva, L. J., Inagamova, N. A., & Abdullayev, S. S. O. (2024). Augmented reality in mobile learning: Enhancing interactive learning experiences. Interactive Mobile Technologies, 18(20), 4–15. https://doi.org/10.3991/ijim.v18i20.50795
Shwedeh, F., Nour, M. A., & Akour, I. (2024). Optimizing augmented reality adoption in higher education: A comprehensive analysis of factors impacting data management efficiency. Journal of Infrastructure, Policy and Development, 8(9). https://doi.org/10.24294/jipd.v8i9.6232
Smith, E., McRae, K., Semple, G., Welsh, H., Evans, D., & Blackwell, P. (2021). Enhancing vocational training in the post-COVID era through mobile mixed reality. Sustainability, 13(11). https://doi.org/10.3390/su13116144
Soltis, N. A., McNeal, K. S., Atkins, R. M., & Maudlin, L. C. (2020). A novel approach to measuring student engagement while using an augmented reality sandbox. Journal Of Geography In Higher Education, 44(4), 512–531. https://doi.org/10.1080/03098265.2020.1771547
Topalska, R. (2024). A research on the application of modern information technologies in teaching. TEM Journal-Technology Education Management Informatics, 13(3), 1989–1996. https://doi.org/10.18421/TEM133-27-27
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14, 207–222.
Vázquez-Cano, E., Marín-Díaz, V., Oyarvide, W. R. V, & López-Meneses, E. (2020). Use of augmented reality to improve specific and transversal competencies in students. International Journal of Learning, Teaching and Educational Research, 19(8), 393–408. https://doi.org/10.26803/ijlter.19.8.21
Villegas-Ch, W., Garcia-Ortiz, J., & Sanchez-Viteri Jr, S. (2024). Educational advances in the metaverse: Boosting learning through virtual and augmented reality and artificial intelligence. IEEE Access, 12, 59093–59112. https://doi.org/10.1109/ACCESS.2024.3393776
Vizquez-Villegas, P., Garay-Rondero, C. L., Deng, B., Mejia-Manzano, L. A., Chen, D., & Membrillo-Hernandez, J. (2023). Effect of extended reality learning experience on student engagement in science and engineering courses. International Journal Of Instruction, 16(4), 939–964. https://doi.org/10.29333/iji.2023.16452a
Waskito, Fortuna, A., Prasetya, F., Wulansari, R. E., Nabawi, R. A., & Luthfi, A. (2024). Integration of mobile augmented reality applications for engineering mechanics learning with interacting 3D objects in engineering education. International Journal of Information and Education Technology, 14(3), 354–361. https://doi.org/10.18178/ijiet.2024.14.3.2057
Wulansari, R. E., Sakti, R. H., Saputra, H., Samala, A. D., Novalia, R., & Tun, H. M. (2024). Multimodal analysis of augmented reality in basic programming course: Innovation learning in modern classes. Journal of Applied Engineering and Technological Science, 6(1), 115. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85213322699&partnerID=40&md5=b2f25bf0e4fbc4c1620ac4472739d211
Yahaya, R., Ramdan, M. R., Ahmad, N. L., Ismail, R., Khalid, K., Jusoh, M. A., & Isa, R. M. (2022). Educators’ motivation and intention within the UTAUT model to adopt the flipped classroom: A scoping review. In International Journal of Learning, Teaching and Educational Research (Vol. 21, Issue 2, pp. 285–302). Society for Research and Knowledge Management. https://doi.org/10.26803/ijlter.21.2.16
Zahra, I., Neo, M., & Hew, S. H. (2025). Level-up learning with CIGLE framework: Enhancing learning through interactive, game-based collaboration for effective problem solving. International Journal of Technology, 16(1), 187–206. https://doi.org/10.14716/ijtech.v16i1.7143
Published
2025-11-09
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How to Cite
Yee Peng, C., Mohd Kamaruzaman, F., & Omar, M. (2025). Evaluating the Role of Augmented Reality in Enhancing Engagement and Learning in TVET Education: A Scoping Review. Journal of Applied Science, Engineering, Technology, and Education, 7(3), 377-391. https://doi.org/10.35877/454RI.asci3916
Copyright (c) 2025 Fathiyah Mohd Kamaruzaman, Chua Yee Peng, Marlissa Omar (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
