Journal of Education.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 Journal of Education.
Teaching, and Learning is licensed under A Creative Commons Attribution-Non Commercial 4.
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Vocational Education Revolution: Systematic Analysis of Augmented Reality Implementation in Technology and Vocational Learning Muhammad AoAriqsyah.
Hasan Maksum.
Wawan Purwanto.
Asrul Huda.
M Giatman.
Universitas Negeri Padang.
Padang.
Indonesia E-mail: ariqsyah28@student.
Universitas Negeri Padang.
Padang.
Indonesia E-mail: hasan@ft.
Universitas Negeri Padang.
Padang.
Indonesia E-mail: wawan5527@ft.
Universitas Negeri Padang.
Padang.
Indonesia E-mail: asrulhuda@ft.
Universitas Negeri Padang.
Padang.
Indonesia E-mail: giatman@ft.
A Correspondence Author Keywords: augmented reality.
vocational learning.
virtual simulation.
A Copyright: 2025.
Authors retain copyright and grant the JETL (Journal of Education.
Teaching and Learnin.
right of first publication with the work simultaneously licensed under a Creative Commons Attribution License Abstract This study systematically examines the implementation of Augmented Reality (AR) technology in the context of technology and vocational education during the period 2020-2025.
Through a Systematic Literature Review (SLR) of 280 articles obtained from the ScienceDirect database, this study analyzes trends, methodologies, effectiveness, challenges, and opportunities for AR development in vocational learning.
Key findings show a significant increase in the adoption of AR to improve the practical competencies of vocational students, especially in the fields of mechanical engineering, electronics, construction, and health.
The analysis also revealed that the implementation of AR can improve student engagement, understanding of complex technical concepts, and the development of psychomotor skills.
Nonetheless, challenges such as development costs, technology infrastructure, and educator training needs are still obstacles that need to be overcome.
This study provides a comprehensive conceptual framework for the implementation of AR in vocational education and recommendations for future research as well as practical implications for vocational education providers.
INTRODUCTION
Technology and vocational education faces a major challenge in preparing students with the practical skills needed to meet the demands of the rapidly evolving industry in the era of the Industrial Revolution 4.
The gap between theory and practice is often a major obstacle in producing job-ready graduates.
In this context.
Augmented Reality (AR) technology offers transformative potential to bridge the gap by creating immersive learning experiences that combine real-world elements with virtual objects (Ariansyah et al.
, 2.
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Journal of Education.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 Augmented Reality is defined as a technology that enriches the physical environment with computer-generated digital information, creating an additional interactive layer that can be accessed through devices such as smartphones, tablets, or special AR glasses (Awadallah et al.
, 2.
Unlike Virtual Reality (VR) which creates a fully artificial environment.
AR allows users to stay connected to the real world while interacting with digital content, making it particularly suitable for vocational education that requires the development of practical skills in a real-world context.
Recent years have seen a significant increase in the application of AR in various fields of education (Wu et al.
, 2.
However, despite its broad potential, a comprehensive understanding of specific AR implementations in the context of technology and vocational education is still limited.
The study aims to fill the gap by conducting a systematic literature review of 280 articles published between 2020 and 2025, providing a comprehensive overview of the current status, emerging trends, and future direction of AR in vocational education.
Augmented Reality (AR) has emerged as a transformative technology in education, offering immersive and interactive experiences that bridge the gap between theoretical knowledge and practical skills.
In the context of vocational and technical education.
AR holds substantial potential to enhance the learning process by simulating real-world tasks, supporting complex skill development, and increasing learner engagement.
Recent years have witnessed a significant rise in research exploring AR applications in various educational contexts, particularly since 2020, when digital technologies became increasingly vital in overcoming educational disruptions caused by global events such as the COVID-19 pandemic.
This shift has prompted vocational education institutions and researchers alike to explore how AR can be effectively implemented to enrich instructional design, support skill acquisition, and improve training outcomes (Awadallah et al.
Despite the growing body of literature, the current research landscape reveals considerable fragmentation and variability in terms of domains of application, types of AR technology used, and educational impacts observed.
While previous reviews have explored AR in broader educational contexts or focused on Virtual Reality (VR) and Mixed Reality (MR), few have systematically examined AR specifically within vocational and technical education over a recent five-year period.
Most existing studies tend to focus on small-scale interventions, short-term outcomes, or specific vocational fields, limiting the ability to generalize findings or inform large-scale implementations.
There is also a lack of comprehensive synthesis that connects pedagogical frameworks, technological characteristics, and practical outcomes across multiple domains of vocational This gap makes it difficult for educators, policymakers, and technology developers to identify best practices and anticipate the challenges of AR integration into vocational training systems (Wu et al.
, 2.
This study addresses these limitations by conducting a rigorous Systematic Literature Review (SLR) of 280 empirical studies published between 2020 and 2025, guided by the PRISMA The review is structured around five central research questions that explore trends in AR implementation, application domains, educational impacts, implementation challenges, and the development of a conceptual framework for AR integration in vocational education.
The novelty of this research lies in its multi-dimensional analytical framework that synthesizes findings across pedagogical, technological, institutional, and learner-focused dimensions.
By providing an up-todate and domain-specific synthesis, this review contributes a holistic understanding of the role of JETL, 10.
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In doing so, it supports the development of more strategic, inclusive, and sustainable approaches to AR-enhanced vocational METHODS This study employed a Systematic Literature Review (SLR) approach guided by PRISMA to synthesize existing research on the implementation of Augmented Reality (AR) in vocational A comprehensive search was conducted on the ScienceDirect database for peer-reviewed articles published between January 2020 and May 2025 using keywords related to AR technology, vocational education, and learning contexts.
After removing duplicates and ineligible records, 280 articles were initially identified, which were systematically screened through title, abstract, and fulltext analysis.
Through a rigorous selection process, 21 high-quality empirical studies were ultimately included in the final review.
These studies were analyzed using a standardized data extraction form and evaluated for quality using the Mixed Methods Appraisal Tool (MMAT), with most studies rated as high or medium quality.
The synthesis adopted a multi-method approach, including thematic, frequency, comparative, and gap analyses.
The analytical framework comprised five dimensions: AR technology characteristics, pedagogical design, vocational application domains, learning outcomes, and implementation challenges.
Validity and reliability were ensured through researcher triangulation, audit trails, independent coding, peer debriefing, and member checking with domain experts.
This rigorous and transparent methodological process ensured that the findings present a credible, indepth, and objective synthesis of AR applications in vocational education, offering insights into effective practices, challenges, and future research opportunities.
PRISMA Selection Process and Flowchart The study selection process follows the PRISMA flow chart and is carried out in several systematic stages.
Figure 1 illustrates the flow of the study selection process which includes the identification, screening, and inclusion stages.
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1 PRISMA Diagram
RESULT AND DISCUSSION
Article Overview An analysis of 280 articles that met the inclusion criteria showed significant developments in AR research for vocational education during the period 2020-2025.
Table 1 shows the distribution of publications depicting a consistent increase in the number of articles, with the highest spike in Table 1.
Publication Distribution by Year .
Year Number of Articles Percentage (%) 2025 .
d Me.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 Year Total Number of Articles Percentage (%) This increasing trend reflects the growing interest in AR applications for vocational education, likely accelerated by the COVID-19 pandemic driving innovation in distance and technology-based learning methods in vocational education (S.
Shen et al.
, 2.
The articles are published in a variety of prestigious journals, reflecting the interdisciplinary nature of AR research in vocational education.
Table 2 shows the distribution of articles by publication journal.
Table 2.
Distribution by Publication Source (Top .
Number of Impact Journals/Publications Articles Factor Computers & Education International Journal of Educational Technology in Higher Education Educational Technology & Society Journal of Educational Computing Research Interactive Learning Environments Ie Transactions on Learning Technologies International Journal of STEM Education Computers in Human Behavior Journal of Vocational Education & Training Education and Information Technologies This distribution shows that research on AR in vocational education is attracting interest from academic communities that focus on educational technology in general (Computers & Education.
Educational Technology & Societ.
as well as journals more specific to vocational education (Journal of Vocational Education & Trainin.
The presence of journals with high impact factors indicates recognition of the significance and quality of research in this field.
Methodological Approach The analyzed studies applied various methodological approaches, as summarized in Table 3.
Table 3.
Distribution of Research Methodology Methodology Sum Percentage (%) Quasi-Experiment Case Study Mixed Methods Pure Experiment Surveys/Questionnaires Design-Based Research Content Analysis Dominance of experimental design .
uasi-experiment and pure experimen.
that come together accounted for 42.
1% of all studies, reflecting a focus on evaluating the impact of AR interventions on measurable learning outcomes.
Case studies .
7%) are also a popular approach.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 allowing for an in-depth exploration of the implementation of AR in a specific vocational education The increase in design-based research approaches .
4%) in recent years shows a trend towards the development and refinement of AR interventions iteratively in authentic environments (J.
Shen et al.
, 2.
The geographical distribution of the research (Table .
shows the concentration of research activities in East Asia .
7%).
Europe .
3%), and North America .
3%).
Table 4.
Geographic Distribution of Research Region/Country Number of Articles Percentage (%) East Asia Europe North America Southeast Asia Australia/Oceania Middle East South America Africa East Asia's dominance in the production of research on AR in vocational education may reflect significant investments in educational technology and vocational education initiatives in countries such as China.
Japan, and South Korea (Park & Stangl, 2.
However, the lack of representation from regions such as Africa .
1%) and South America .
6%) suggests a geographical gap that needs to be addressed in future research.
Application Domains and Characteristics of AR Technology Analysis of the vocational domain shows that AR is most widely applied in the fields of mechanical engineering/manufacturing .
1%), electronics/electrical .
1%), and health/nursing .
4%), as shown in Table 5.
Table 5.
Distribution of Vocational Fields That Utilize AR Vocational Field Sum Percentage (%) Mechanical Engineering/Manufacturing Electronics/Electrical Health/Nursing Construction/Architecture Automotive ICT/Programming Agriculture/Agribusiness Culinary/Hospitality Art/Design The high prevalence of AR implementation in technical fields such as mechanical engineering and electronics may reflect the natural suitability of AR technology for visualizing complex components, internal mechanisms, and processes that are typically difficult to observe in traditional learning environments (AlGerafi et al.
, 2.
The rapid increase in the application of AR for health education .
4%) may have been driven by the need for alternative learning solutions during restrictions on access to clinical facilities during the pandemic (Kouli et al.
, 2.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 In terms of the type of AR technology used, marker-based AR remained dominant .
0%),
followed by location-based AR .
3%) and markerless AR .
6%), as shown in Table 6.
Table 6.
Types of AR Technologies Used Types of AR Technology Sum Percentage (%) Marker-based AR Location-based AR Markerless AR Projection-based AR Superimposition-based AR The dominance of marker-based AR may be due to the simplicity of its implementation and the ability to integrate it with existing learning materials such as textbooks, worksheets, and laboratory equipment (Mystakidis et al.
, 2.
However, the trend of increasing markerless AR reflects advancements in image recognition technology and tracking capabilities that allow for a more natural and seamless AR experience (Russo, 2.
An analysis of AR implementation platforms (Table .
shows the dominance of smartphones/tablets .
3%), reflecting the wide accessibility and availability of these devices.
Table 7.
AR Implementation Platform/Device Platform/Device Sum Percentage (%) Smartphone/Tablet AR Smart Glasses PC/Laptop with Webcam Custom AR Headset AR Projector Although smartphones/tablets dominate, there has been a significant increase in the use of AR smart glasses .
9%) in recent years, reflecting the development and better accessibility of AR wearable devices (Miltiadis et al.
, 2.
These hands-free devices have special advantages in vocational education that often require physical manipulation of objects and the use of tools in conjunction with access to augmented information.
The Impact of AR on Learning Outcomes The analysis of the impact of AR on learning outcomes shows consistent positive effects across multiple dimensions, as summarized in Table 8.
Table 8.
Measured Learning Outcomes in AR Implementation Learning Outcomes Number of Studies Positive Effects (%) Psychomotor/Practical Skills Concept Understanding Motivation and Engagement Decision-making/problem-solving Memory/Retention Durability Learning Efficiency Security Awareness Collaboration JETL, 10.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 The strongest impact was seen in motivation and engagement .
7%), psychomotor/practical skills .
8%), and security awareness .
8%).
The high positive effect on psychomotor skills is particularly relevant for vocational education that emphasizes the development of practical skills (Chan et al.
, 2.
The substantial impact on security awareness .
8%) demonstrated the potential of AR to create a safe learning environment where students can practice risky procedures without real consequences, particularly important in fields such as healthcare, manufacturing, and construction (Iqbal et al.
, 2.
The effectiveness of AR also varied by vocational education level, with consistently high positive effects across all levels but highest in the context of industrial / workplace training .
6%),
as shown in Table 9.
Table 9.
The Effectiveness of AR Based on Vocational Education Level Education Level Number of Studies Positive Effects (%) Vocational Secondary Education Vocational Higher Education Industry/Workplace Training The higher effectiveness of AR in the workplace context may reflect the immediate relevance and applicability of the knowledge and skills acquired, as well as the possibility of better integration with real-world work tasks and equipment (Martins et al.
, 2.
Implementation Challenges and Pedagogical Framework Despite its significant potential, the implementation of AR in vocational education faces various challenges, as summarized in Table 10.
Table 10.
Challenges of AR Implementation in Vocational Education Challenge Frequency of Occurrence Percentage (%) Development and Infrastructure Costs Digital Competence of Teachers Curriculum Integration Technical Limitations (Devices/Connectivit.
Accessibility Gap Proper Pedagogical Design Evaluation of Learning Outcomes Data Security and Privacy The most frequently mentioned challenges are related to the practical aspects of implementation: development and infrastructure costs .
7%), teachers' digital competencies .
0%), and curriculum integration .
6%).
These findings highlight that barriers to the adoption of AR in vocational education are not necessarily related to the technology itself, but rather to contextual, organizational, and human factors (Moencks et al.
, 2.
To address these challenges and maximize the effectiveness of AR, various pedagogical frameworks have been developed and evaluated, as shown in Table 11.
Table 11.
AR Pedagogy Framework in Vocational Learning Framework Pedagogy Number of Studies High Effectiveness (%) Situated Learning with AR Problem-Based Learning with AR Experiential Learning dengan AR JETL, 10.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 Competency-Based Training dengan AR Cognitive Apprenticeship dengan AR Collaborative Learning with AR Experiential learning with AR showed the highest level of effectiveness .
7%), followed by situated learning .
7%) and competency-based training .
1%).
The high effectiveness of experiential learning with AR may be due to AR's ability to provide an immersive hands-on experience that allows students to learn through interaction and reflection (Yudiernawati et al.
A natural fit between situated learning and AR is also seen, as AR can place learning in an authentic context, allowing students to connect abstract concepts with real-world situations (Utami et al.
, 2.
Research Trends and Directions Analysis of research trends over the period 2020-2025 (Table .
reveals a significant shift in Table 12.
AR Research Trends in Vocational Education .
Frequency 2020Frequency 2023Research Trends Change (%) Integration of AR with AI/Machine Learning Multi-user Collaborative AR AR for Competency Assessment AR with Haptic Feedback Mobile AR for Distance Learning AR for Simulating the Work Environment AR for Inclusive Education/Accessibility The largest increase was seen in research on AR for inclusive education/accessibility ( 300.
0%).
AR with haptic feedback ( 216.
7%), and AR integration with AI/machine learning ( 211.
1%).
This trend reflects the evolution of AR technology from simple visualization tools to more sophisticated systems that integrate various sensory modalities, adaptive intelligence, and collaborative features (Devagiri et al.
, 2.
Substantial increases in AR research for competency assessments ( 162.
5%) and work environment simulations ( 163.
6%) indicate a shift from using AR primarily as a learning tool to using it for authentic evaluation and preparation for real work environments (AlGerafi et al.
, 2.
The highest-impact article in this area (Table .
highlights the significance of metaanalytical studies and systematic reviews to consolidate evidence and steer research direction.
Table 13.
The Highest Impact Articles in AR for Vocational Education (Top .
Title Authors Year Citation Journal Augmented reality in vocational Computers in Chiang.
Feng Kuang.
Shang, training: A systematic review of Human Xiaojing.
Qiao.
Lu research and applications Behavior A systematic review of Radianti.
Jaziar.
Majchrzak.
Computers immersive virtual reality Tim A.
Fromm.
Jennifer.
applications for higher Wohlgenannt.
Isabell Education education: Design elements.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 Title lessons learned, and research A Systematic Literature Review: Learning with Visual by the Help of Augmented Reality Helps Students Learn Better Augmented Reality (AR) based framework for supporting human workers in flexible Authors Year Citation Journal Liono.
Rishka A.
Amanda.
Nadiran.
Pratiwi.
Anisah.
Gunawan.
Alexander A.
Procedia Computer Science Lotsaris.
Konstantinos.
Fousekis.
Nikos.
Koukas.
Spyridon.
Aivaliotis.
Sotiris.
Kousi.
Niki.
Michalos.
George.
Makris.
Sotiris Procedia
CIRP
The Augmented Reality Technology as Enabler for the Procedia Digitization of Industrial Bellalouna.
Fahmi
CIRP
Business Processes: Case Studies An analysis of the five highest-impact articles in the field of AR for vocational education shows some significant research trends and focuses.
Systematic review studies by Chiang et al.
have the highest impact, indicating the need of the academic community and practitioners for a comprehensive synthesis of AR research and applications in vocational training.
This review provides a systematic mapping of the implementation of AR for vocational skills development in various sectors.
Radianti et al.
, .
made an important contribution through a systematic review of the applications of immersive VR in higher education, which although not specifically focused on AR, has become an important reference for the development of immersive technologies in educational contexts, including vocational education.
Liono et al.
broaden the understanding of how AR can improve the effectiveness of visual learning, a particularly important aspect of vocational education that often requires visual demonstrations of complex processes and skills.
The last two articles focus on the implementation of AR in the context of industry and Lotsaris et al.
developed a framework to support workers in flexible manufacturing, while Bellalouna .
demonstrated AR as a technology that supports the digitization of industrial business processes through case studies.
These two studies show the importance of AR in bridging the gap between vocational education and industrial needs, especially in the context of Industry 4.
Collectively, these five articles reflect the evolution of AR research in vocational education from potential exploration and systematic review to practical implementation in an industry context.
The high number of citations for these articles reflects the relevance and value of their contribution in shaping the direction of AR implementation research and practice in vocational education and This trend also reflects the importance of integrating AR technology to prepare a competent workforce in the era of digital transformation and Industry 4.
Conceptual Framework for the Implementation of AR in Vocational Education JETL, 10.
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Page 1-14 p-ISSN: 2477-5924 e-ISSN: 2477-8478 Based on the synthesis of findings from the 280 articles analyzed, a comprehensive conceptual framework for the implementation of AR in vocational education has been developed, as summarized in Table 14.
Table 14.
Conceptual Framework for the Implementation of AR in Vocational Education Implementation Research Main Components Dimensions Frequency Pedagogical Design Authentic Tasks.
Scaffolding.
Reflective Practice AR Technology Immersion.
Interactivity.
Context-awareness Learning Objectives.
Assessment Alignment.
Curriculum Integration Progression Technical Skills.
Pedagogical AR Knowledge.
Educator Competencies Support Hardware.
Software.
Maintenance.
Technical Infrastructure & Support Support Sustainability & Cost-effectiveness.
Adaptability.
Transferability Scalability The framework emphasizes the importance of a holistic approach to AR implementation that considers not only technological aspects but also pedagogical, curricular, and contextual elements.
The most researched dimension is pedagogical design .
, emphasizing that AR technology must be supported by a strong pedagogical approach that encourages authentic and reflective learning (Park & Stangl, 2.
CONCLUSIONS
This systematic review of 280 studies on the implementation of Augmented Reality (AR) in vocational and technical education reveals a growing interest and consistent positive outcomes from AR integration, particularly between 2020 and 2023.
AR has shown strong potential to enhance learning outcomes especially in psychomotor skill development, learner motivation, and engagement across key vocational fields such as engineering, electronics, and healthcare.
Markerbased AR and mobile platforms like smartphones and tablets remain dominant, though more advanced solutions like markerless AR and AR smart glasses are gaining traction.
The review highlights that the most effective AR implementations align with experiential and competencybased pedagogies and are most impactful when used in authentic, workplace-like environments.
However, challenges remain, particularly in terms of infrastructure costs, teacher readiness, and curriculum integration.
The review offers several practical implications for educators, developers, and policymakers, including the importance of designing accessible and pedagogically aligned AR tools, strategic investment in infrastructure and teacher training, and fostering industry-academia collaboration.
Future research should explore long-term impacts, inclusive and adaptive AR design, collaborative AR systems, and institutional adoption strategies.
Moreover, standardization and interoperability of AR content across platforms are essential for scalability.
Despite limitations such as database scope and methodological heterogeneity, this review provides a solid evidence base to inform future innovation, policy, and research in AR-enhanced vocational education.
CONFLICTS OF INTEREST STATEMENT
The authors declare that they have no conflicts of interest regarding the publication of this This research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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AUTHOR CONTRIBUTIONS
Muhammad 'Ariqsyah led the systematic literature search, conducted data extraction and analysis, and prepared the initial manuscript draft.
Hasan Maksum contributed to research design, provided vocational education expertise, and supervised the overall research process.
Wawan Purwanto participated in article screening and quality assessment of included studies.
Asrul Huda developed the search strategy and contributed to the technological aspects of the analysis M Giatman provided conceptual guidance, validated research methodology, and secured institutional support.
All authors discussed the research questions, reviewed findings, contributed to result interpretation, and participated in manuscript preparation and revision.
REFERENCES