<![CDATA[This study aims to analyze the potential and limitations of Augmented Reality (AR) and Virtual Reality (VR) in learning, particularly in relation to conceptual understanding. The study employs a qualitative approach using a systematic literature review (SLR) of peer-reviewed articles published between 2015 and 2025. Data were collected from major academic databases, including Scopus, Web of Science, and ScienceDirect, and analyzed using thematic and critical descriptive methods. The findings indicate that AR and VR have significant potential to enhance visualization of abstract concepts, as well as students’ motivation and engagement. However, their impact on conceptual understanding remains inconsistent and is highly dependent on instructional design, pedagogical integration, and cognitive load. The study also reveals a gap between improved affective outcomes and cognitive learning results. Furthermore, factors such as teacher readiness, infrastructure, and technological access play a crucial role in determining implementation effectiveness. This study highlights that AR and VR are not merely technological innovations but require pedagogy-driven integration to achieve meaningful learning outcomes. Therefore, future research should focus on developing integrative learning models that balance immersion and cognitive effectiveness.]]>
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