Journal of Natural Science and Integration, Vol. 5, No. 1, April 2022, pp 126-135 | 126 Journal of Natural Science and Integration P-ISSN: 2620-4967|E-ISSN: 2620-5092 Vol. 5, No. 1, April 2022, pp 126-135 Augmented Reality in Chemistry Education: A Literature Review of Advantages on Learners Najibulla Romainor 1 , Corrienna Abdul Talib 2* , Faruku Aliyu 3 1,2 Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor 3 Faculty of Education, Sokoto State University, Nigeria *Correspondence Author: corrienna@utm.my Received: 31 March 2022 Accepted: 29 April 2022 Published: 30 April 2022 ABSTRACT Education moves forward together with technology. In recent years, application of modern technology known as Augmented Reality (AR) has significantly shifted the paradigm of learning process in education, including Chemistry education. Many researchers have explored the potential of AR in education. Unfortunately, literatures on its benefits for leaners in Chemistry education are limited and inaccessible. This research-based paper manifests underlying usefulness of AR in teaching and learning process of chemistry education in terms of (i) Mastering chemistry content and (ii) motivation, interest and attitude. The researchers aspired that with the contents of this paper, other researchers and interested parties could use them for their literature and as incentive to improve current available AR software or develop further advance technology program of AR in chemistry. Keywords: augmented reality, chemistry, education, technology, advantages. INTRODUCTION Evolution of education has impacted greatly with technology. Technology is needed in education because technology promotes active learning and self-dependent and indirectly cause the development of children intellectual (Papert, 1980; Lamanauskas 2006). Similarly, technology creates more active, drives students’ interest, and safe learning process (Singhal, Bagga, Goyal, & Saxena, 2012). For instance, the use of typical PowerPoint presentations has created a more attractive learning process. Yet, such formulated technology is stagnant and limited to illustrate dimensions of a substance causing learning become passive. In this regard, modern technology is built to combat such obvious issue. Virtual reality (VR) and Augmented Reality (AR) are examples of modern technology. Therefore, VR and AR are expected to provide dynamic and dimensional solution to the problems. According to Cai, Wang, and Chiang (2014), Virtual reality and Augmented Reality have gained popularity in recent years due to their ability as tools for microstructure learning. Virtual Reality (AR) is praised due to its effectiveness in providing almost similar environment with real world context. However, there is no significant difference in accuracy of completing experiments due to its unnatural and restricted movement in the virtual environment. Augmented Reality (AR) is an extension of VR. AR fixes weaknesses of VR such as providing seamless interface to users that merge virtual and real world together at a same time (Cai et al., 2014). Similalrly, with the current improvement of AR, creating a virtual world by using AR features have become easier and Available online at: http://ejournal.uin-suska.ac.id/index.php/JNSI DOI: 10.24014/jnsi.v5i1.16805