Abstract:
Augmented Reality (AR) is an emerging technology that holds vast potential for being used
in pedagogy. The underlying technology of AR is becoming cheaper and ubiquitous every
day as smartphones and tablets flood our markets. Numerous AR applications have been
designed and developed for Android and IOS platforms to teach STEM subjects. The complexity and scope of such applications range from primary education to university education.
While AR-based educational applications have been developed in both developed and developing countries, there is still a need for such applications in Kazakhstan. This systematic literature review looked at developed AR applications for teaching STEM subjects to high school
children to develop a pathway for developing indigenous AR applications at the same scale.
We identified a lack of standardized assessment tools for measuring success of AR studies.
The results of the systematic literature suggest that developers from Kazakhstani will need
to focus on reducing techno stress on children. Otherwise, the intended results may not be
achieved as stress is counterproductive.
