Abstract
The development of Augmented Reality (AR) technology has driven significant innovations in education, particularly in engineering education, which requires the visualization of complex concepts, practical skills development, and spatial understanding. As the number of scientific publications on the application of AR in engineering education has increased substantially over the past decade, there is a growing need for studies that systematically and comprehensively map the evolution of this research field. Therefore, this study aims to analyze research trends in augmented reality within engineering education using a bibliometric approach. The study utilizes scientific publications indexed in the Scopus database between 2015 and 2025. The identification and selection of documents were conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, resulting in a set of relevant research articles for analysis. The bibliometric analysis encompasses annual publication trends, journal source distribution, subject areas, and the mapping of the conceptual structure of the field through keyword co-occurrence network analysis. All bibliometric mapping and visualization processes were performed using VOSviewer software. The findings reveal a significant increase in publications related to augmented reality in engineering education since 2015, with continued growth through 2025. Computer Science and Engineering emerged as the dominant subject areas, highlighting the critical role of technical and engineering perspectives in the development and implementation of AR technologies. Keyword analysis indicates that augmented reality serves as a central concept interconnected with themes such as learning simulation, laboratory skills, visual–spatial abilities, and learning motivation. These findings reflect the multidisciplinary nature of AR research, integrating both technological and pedagogical dimensions. Overall, this study provides a macro-level overview of the structure and developmental trajectory of augmented reality research in engineering education while identifying opportunities for more focused future investigations.
Keywords— Augmented reality; Engineering education; Bibliometric review; Learning innovation