As technology advances, conceptualizations of effective strategies for teaching and learning shift. Due in part to their facilitation of unique affordances for learning, mobile devices, augmented reality, and games are all becoming more prominent elements in learning environments. In this work, we examine mobile augmented reality serious games (MARSGs) as the intersection of these technology-based experiences and to what effect their combination can yield even greater learning outcomes. We present a PRISMA review of 23 papers (from 610) spanning the entire literature timeline from 2002 to 2023. Among these works, there is wide variability in the realized application of game elements and pedagogical theories underpinning the game experience. For an educational tool to be effective, it must be designed to facilitate learning while anchored by pedagogical theory. Given that most MARSG developers are not pedagogical experts, this review further provides design considerations regarding which game elements might proffer the best of three major pedagogical theories for modern learning (cognitive constructivism, social constructivism, and behaviorism) based on existing applications. We will also briefly touch on radical constructivism and the instructional elements embedded within MARSGs. Lastly, this work offers a synthesis of current MARSG findings and extended future directions for MARSG development.

翻译：随着技术进步，有效教学策略的概念化认知也在转变。移动设备、增强现实和游戏因其促进独特学习赋能的作用，正日益成为学习环境中更为突出的要素。本研究聚焦移动增强现实严肃游戏（MARSGs），将其视为这些技术驱动体验的交汇点，并探究其结合如何能产生更优的学习成效。我们采用PRISMA方法对23篇文献（从610篇中筛选）进行了系统性综述，涵盖2002年至2023年的完整文献时间线。这些研究在游戏元素的具体实现及支撑游戏体验的教学理论基础方面存在显著差异。教育工具要发挥实效，其设计必须植根于教学理论并有效促进学习。鉴于多数MARSG开发者并非教学专家，本综述基于现有应用案例，进一步提出了设计考量建议，探讨哪些游戏元素能最佳体现现代学习的三大教学理论（认知建构主义、社会建构主义和行为主义）的优势。我们也将简要探讨激进建构主义及MARSGs中嵌入的教学设计要素。最后，本研究综合了当前MARSG领域的研究发现，并对未来MARSG的发展方向进行了拓展性展望。