Abstract
Abstract— Augmented Reality is an emerging technology that holds vast potential for being used in pedagogy. The underlying technology of AR is becoming cheaper and ubiquitous every day as smartphones and tablets flood our markets. Numerous AR applications have been designed and developed for Android and IOS platforms to teach STEM subjects. The complexity and scope of such applications ranges from primary education to university education. Such applications have been developed in the developed and developing countries alike, however, there is still a need for such applications in Kazakhstan. This systematic literature review looked at developed Augmented Reality applications for teaching STEM subjects to High School children to develop a pathway for developing indigenous AR applications at the same scale. We identified a lack of standardize assessment tool for measuring success of AR studies. The results of the systematic literature suggest that Kazakhstani developers will need to focus on reducing technostress on children. Otherwise, the intended results may not be achieved as stress is counterproductive.