Augmented Reality for Enhancing Self-Efficacy and Deep Learning in Physics: A Systematic Review
Abstrak
This systematic review investigates the role of Augmented Reality (AR) in enhancing self-efficacy and deep learning outcomes in high school physics education. Conducted in accordance with PRISMA 2020 guidelines, the review analyzed 50 peer-reviewed articles selected from an initial pool of 1,842 records identified through Scopus, Web of Science, ERIC, and SINTA databases (publications 2020–2025). This review aimed to synthesize evidence on how AR-based interventions foster students’ self-efficacy and promote deeper conceptual understanding in physics. Findings reveal that AR interventions consistently enhance self-efficacy, with a mean improvement of 28.4% (range 19–37%), primarily driven by interactive 3D visualizations and real-time feedback. These interventions produced medium-to-large effect sizes (Hedges’ g = 0.62–1.18) on both self-efficacy and conceptual understanding, particularly in mechanics, electromagnetism, and optics. AR also strengthened metacognitive strategies (planning, monitoring, and reflection), supporting sustained engagement and knowledge transfer. This review provides a novel contribution by elucidating the interplay of AR, self-efficacy, and metacognitive processes within the under-explored context of Indonesian high school physics education, with emphasis on cultural and resource-related adaptations. A key output is an original conceptual framework linking immersive visualization, mastery experiences, and metacognitive scaffolding. The framework offers actionable guidance for educators and policymakers, particularly in resource-constrained regions such as Makassar, Indonesia, where mobile-based AR can promote inclusive physics instruction. Recommendations include longitudinal randomized controlled trials and locally contextualized AR content development.
Identifier
- DOI: https://doi.org/10.59175/pijed.v4i2.814
- OpenAlex: https://openalex.org/W4416829589