  Augmented Reality (AR) learning games, on average, have been shown to have a
positive impact on student learning. However, the exploration of AR learning
games in special education settings, where accessibility is a concern, has not
been well explored. Thus, the purpose of this study is to explore the use of AR
games in accessible learning applications and to provide a comprehensive
understanding of its advantages over traditional learning approaches. In this
paper, we present our systematic review of previous studies included in major
databases in the past decade. We explored the characteristics of user
evaluation, learning effects on students, and features of implemented systems
mentioned in the literature. The results showed that AR game applications can
promote students learning activities from three perspectives: cognitive,
affective, and retention. We also found there were still several drawbacks to
current AR learning game designs for special needs despite the positive effects
associated with AR game use. Based on our findings, we propose potential design
strategies for future AR learning games for accessible education.
