<![CDATA[The use of immersive technology specifically augmented reality (AR) and Virtual Reality (VR) in primary education has attracted considerable global research attention, yet comprehensive empirical synthesis for elementary schools limited. This study aims to synthesize empirical evidence on the impact of AR/VR on motivation and learning outcomes of elementary school students through a systematic literature review SLR). Literature searches were conducted across Scopus, Web of Science, ERIC, Google Scholar, and IEEE Xplore databases using the PRISMA 2020 protocol (Page et al., 2021). From 1,124 initially identified articles rigorous selection yielded 50 articles meeting all inclusion criteria for in-depth analysis finding show that AR/VR consistently improves academic achievement with a pooled effect size of d= 0.89 (large by Cohen 1988 criteria) intrinsic motivation d= 0.74 (medium), and learning interest d= 0.68 (medium). The elementary school level yields an additional effect of delta d =+0.23 compared to other levels particularly in science (d = 0.62 - 1.24) in mathematics (d = 0.67 - 1.18). Three critical moderating factors are the guided inquiry approach (delta d = + 0.19), cumulative intervention (delta d = + 0.28), and teacher TPAC competence. Vosviewer bibliometric analysis identifies five thematic clusters mapping Global research directions. These findings provide an empirical foundation for developing AR/VR Content aligned with Indonesia's Merdeka Curriculum demands.]]>
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