Augmented reality in computer graphics education: A systematic review

Q: What does this research mean for the field?

While augmented reality tools in computer graphics education generally improve student performance in understanding abstract concepts, evidence comparing their efficacy to traditional methods and their impact on cognitive load remains mixed. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

Enyu Liu; Andrew Luxton-Reilly; Kangzhi Liao; Burkhard C. Wünsche

doi:10.1016/j.cag.2026.104634

May 1, 2026Computers & GraphicsOpen Access

Augmented reality in computer graphics education: A systematic review

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Key Points

The aim is to assess the role of augmented reality in improving understanding in computer graphics education.
Conducted a systematic review of existing literature
Analyzed mobile tools, particularly Unity-based with marker tracking
Evaluated cognitive load and usability challenges across studies.
Found evidence of improved performance in some areas, but mixed results in comparison to traditional methods
Reported mixed findings on cognitive load, indicating it may vary by application
Identified recurring usability challenges that hinder effective learning experiences.

Implication

Systematic review reveals augmented reality's mixed effects on performance and usability in computer graphics education.

Abstract

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Cite This Study

Liu et al. (2026) studied this question.

synapsesocial.com/papers/6a17daca3fad632b0f9d7b2a https://doi.org/10.1016/j.cag.2026.104634

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Augmented reality in computer graphics education: A systematic review

Key Points

Implication

Abstract

Discussion

Cite This Study

Augmented reality in computer graphics education: A systematic review

Key Points

Implication

Abstract

Discussion

Cite This Study

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