Integrating augmented reality, virtual reality, and artificial intelligence into game-based learning: A systematic review

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SÖKMEN Y., AYGÜN E. B., Köysu N. A.

Journal of Pedagogical Sociology and Psychology, cilt.8, sa.2, 2026 (Scopus)

Özet

The integration of game-based learning with emerging technologies such as Augmented Reality, Virtual Reality, and Artificial Intelligence has gained considerable attention in educational research due to its potential to create engaging, interactive, and personalized learning environments. This study aimed to systematically review recent research on the integration of Augmented Reality, Virtual Reality, and Artificial Intelligence technologies into game-based learning contexts. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic search was conducted in the Web of Science database. After applying predefined inclusion and exclusion criteria, 39 peer-reviewed studies published between 2021 and 2025 were selected for analysis. The collected data were examined using thematic analysis. The findings revealed a substantial increase in studies investigating Augmented Reality-, Virtual Reality-, and AI-supported game-based learning, particularly after 2022. The majority of studies were conducted in Taiwan, China, and the United States and mainly focused on undergraduate and secondary school students. The results demonstrated that integrating Augmented Reality, Virtual Reality, and Artificial Intelligence technologies into game-based learning environments positively influenced cognitive, behavioral, and affective learning outcomes. Specifically, these technologies enhanced student motivation, engagement, metacognitive awareness, self-efficacy, academic achievement, and problem-solving skills while providing immersive and personalized learning experiences. The review also identified various educational games, digital content development tools, and implementation strategies that contribute to effective learning processes. The findings suggest that Augmented Reality, Virtual Reality, and Artificial Intelligence technologies can significantly enrich game-based learning environments by supporting active participation, individualized learning, and meaningful knowledge construction. The study provides implications for educators, instructional designers, and policymakers seeking to integrate emerging technologies into educational practice and offers recommendations for future research on technology-enhanced game-based learning.