Utilisation of augmented reality technology in physics education: A bibliometric analysis and its impact on Sustainable Development Goals (SDGs)

¹ Physics Education Program, State University of Surabaya, 60231 Surabaya, Indonesia
² Physics Education Program, State University of Jakarta, 13220 Jakarta, Indonesia
³ School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia

^* Corresponding author: binarprahani@unesa.ac.id

Abstract

The utilization of Augmented Reality (AR) Technology is very interesting and should be applied and researched further. This study aims to investigate the trend of using AR technology in physics learning and its impact on SDGs in education, as well as provide recommendations to improve the application of AR in Physics education. The methods used in this research are literature reviews and Meta-Analyses (PRISMA), combined with bibliometric analysis using the Scopus database. The findings show that research on AR Physics Education has increased significantly over the past ten years. The most common document type is conference papers, with the most document sources from conference proceedings and the most country publication contribution in Indonesia. These findings highlight the importance of increasing research related to AR Physics Education to impact the achievement of Sustainable Development Goals (SDGs) because learning is closely related to the learning environment. Future research should be more explorative, especially in exploring the potential of AR for sustainable-based learning, which is supported by a learning environment as a supporter of sustainable and STEM-based learning to improve higher-order thinking Skills (HOTS) and physics problem-solving skills. With environmental and STEM-based approaches, physics learning can be relevant to the real world to achieve SDGs.