  The use of augmented reality (AR) allows for the integration of digital
information onto our perception of the physical world. In this article, we
present a comprehensive review of previously published literature on the
implementation of augmented reality in physics education, at the school and the
university level. Our review includes an analysis of 96 papers from the Scopus
and Eric databases, all of which were published between January 1st, 2012 and
January 1st, 2023. We evaluated how AR has been used for facilitating learning
about physics. Potential AR-based learning activities for different physics
topics have been summarized and opportunities, as well as challenges associated
with AR-based learning of physics have been reported. It has been shown that AR
technologies may facilitate physics learning by: providing complementary
visualizations, optimizing cognitive load, allowing for haptic learning,
reducing task completion time and promoting collaborative inquiry. The
potential disadvantages of using AR in physics teaching are mainly related to
the shortcomings of software and hardware technologies (e.g., camera freeze,
visualization delay) and extraneous cognitive load (e.g., paying more attention
to secondary details than to constructing target knowledge).
