Abstract
Augmented Reality (AR) has become a key technology in the education sector, offering interactive learning experiences that improve student engagement and understanding. Despite its increasing use, a thorough summary of AR research in educational environments is still required. This study applies bibliometric analysis to identify trends in this research field. Data from the Scopus database and VOSviewer software version 1.6.19 was used to analyze academic publications from 2018 to 2023. The original dataset of 4858 articles was narrowed down to 1109 articles concentrating on "augmented reality" AND "simulation" in student learning. Methods such as advanced data mining, co-citation analysis, and network visualization were utilized to outline the structure and trends in this research area. Key findings include a significant rise in research activity over the past decade, identification of the ten most prolific authors in AR simulation studies, and detailed visualizations of information distribution. Significant challenges include high costs and difficulties in technical integration. The study addresses these issues through interdisciplinary research that combines educational theory with AR technology. Results demonstrate growing interest in AR applications, particularly within STEM education, driven by technological advancements and increased funding. Despite these challenges, the potential of AR to enhance learning outcomes is clear. This research concludes that AR simulations can be a valuable educational tool, with further studies needed to explore the scalability of AR applications in various educational settings and to develop evidence-based guidelines for effective integration.