Augmented reality enhanced board games in educational research: a systematic review
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Issued Date
2026-01-01
Resource Type
ISSN
1746725X
eISSN
17467268
Scopus ID
2-s2.0-105024847759
Journal Title
International Journal of Mobile Learning and Organisation
Volume
20
Issue
1
Start Page
24
End Page
58
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Mobile Learning and Organisation Vol.20 No.1 (2026) , 24-58
Suggested Citation
Tarasak P., Komalawardhana N. Augmented reality enhanced board games in educational research: a systematic review. International Journal of Mobile Learning and Organisation Vol.20 No.1 (2026) , 24-58. 58. doi:10.1504/IJMLO.2026.150379 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/114755
Title
Augmented reality enhanced board games in educational research: a systematic review
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Author's Affiliation
Corresponding Author(s)
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Abstract
Augmented reality (AR) is increasingly applied in areas like gaming, medical fields, and education. Educational board games, which combine entertainment with learning, enhance cognitive skills and collaboration. The integration of AR in board games is a recent area of research. This paper presents a systematic review of 29 studies on AR-enhanced board games in education. The review identifies trends in modes of play, AR types, learning topics, research methods, and the effects on learning. AR-enhanced board games cover various subjects, effectively deliver content, and provide novel learning experiences. Despite clear benefits in knowledge acquisition, other learning measures still need exploration. A new framework categorising AR roles in board games is introduced, including virtual object display, referee, assistance, and assessment. These roles complement traditional teaching by offering 3D visuals, instant feedback, and personalised learning. In conclusion, AR-enhanced board games can be an effective educational tool when applied in the right context.