Augmented Reality in Collaborative Learning: A systematic Review on Motivation, Interdisciplinary Understanding, and Team Performance

Anna Izabela Cislowska; José Antonio Hernández Torres; J. Francisco Alfonso-Jaramillo; Mohamed Samir Assaleh Assaleh

doi:10.33776/EUHU/linguodidactica.v6.9243

Anna Izabela Cislowska University of Huelva https://orcid.org/0000-0003-0408-2181
José Antonio Hernández Torres Universidad de Huelva https://orcid.org/0000-0001-9399-681X
J. Francisco Alfonso-Jaramillo Universidad de Huelva https://orcid.org/0009-0005-7930-9346
Mohamed Samir Assaleh Assaleh University of Huelva https://orcid.org/0000-0002-9560-3802

DOI: https://doi.org/10.33776/EUHU/linguodidactica.v6.9243

Keywords:

Augmented Reality, Collaborative learning, Higher education, Interdisciplinarity, Student motivation, Teamwork

Abstract

Augmented Reality (AR) is emerging as an increasingly significant pedagogical tool in higher education. Owing to its immersive and interactive qualities, AR holds promise for enhancing the learning process across a variety of disciplines. One area that requires closer examination is teamwork, where AR may create new opportunities to strengthen student motivation, foster interdisciplinary understanding, and improve the overall effectiveness of group work. Yet, in this context, the potential of AR remains inconclusive, with existing research offering fragmented insights. Recent findings further indicate that immersive technologies such as AR and VR can play a central role in stimulating students’ creative ideation, particularly in entrepreneurial and project-based contexts. While AI emerged as the strongest predictor of innovation, AR/VR was also shown to significantly support students’ ability to generate business ideas, underlining its growing relevance for higher education (Prabowo et al., 2025).

This systematic review synthesizes the current state of knowledge on the use of AR in collaborative projects in higher education, focusing on key dimensions such as responsibility, group cohesion, and students’ confidence in contributing to collective outcomes. The review also considers research on foreign language learning, in which collaboration and interaction constitute core pedagogical components. The purpose of this article is to assess the extent to which AR can be regarded as a tool for promoting engagement, self-assessment, and teamwork outcomes in academic education, and to outline future directions for research in this domain

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Supporting Agencies

This inquiry has been funded by the Teaching Innovation Project. Title: Chat Copilot: Training and Practice for Teachers and Students — Intertitles in Interdisciplinarity. It is part of the 2024/2025 Call for Teaching Innovation and Educational Research Projects at the University of Huelva.

Author Biographies

Anna Izabela Cislowska, University of Huelva

Anna Izabela Cislowska nació en Pila, Polonia, en 1996. Se graduó en Filologia italiana en la Universidad de Breslavia en 2019, obtuvo un Máster Oficial de Lengua y Literatura en Contraste: Estudios Avanzados en la Universidad de Huelva en 2022. Actualmente es doctoranda en la misma universidad centrando su trabajo en el impacto del uso de LLLMs en la autoestima de los estudiantes en el proceso de aprendizaje de idiomas. Además, es la profesora de inglés y participa en diferentes proyectos de investigación e innovación docente.

José Antonio Hernández Torres, Universidad de Huelva

José Antonio Hernández-Torres was born in Huelva, Spain, in 1995. He earned a degree in Industrial Engineering from the University of Huelva in 2019 and a Ph.D. in Engineering from the same institution in 2025. He is also a Assistant Professor at the University of Huelva. His research areas include renewable energy systems, energy management systems, project management, and educational innovation.

J. Francisco Alfonso-Jaramillo, Universidad de Huelva

José Francisco Alfonso Jaramillo is an adjunct professor at the University of Huelva, affiliated with the area of Language and Literature Didactics. He is currently a doctoral candidate in Social and Educational Sciences at the same institution, focusing on innovative methodologies for developing critical language skills. His academic background includes degrees in Journalism and a Master’s in Screenwriting, Narrative, and Audiovisual Creativity, both from the University of Seville.

Mohamed Samir Assaleh Assaleh, University of Huelva

Mohammed Samir Assaleh Assaleh is an Associate Professor of Art Education at the University of Huelva. He earned his Ph.D. from the University of Seville in 2001. He is a graphic artist and curator of national and international exhibitions. He received the award from the Royal Academy of Fine Arts of Seville (1991) and the awards from the Royal Academy of Fine Arts of Cádiz (1991 and 1993).

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