Story-related activities such as storytelling, story creation and narrative-based learning have become a popular pedagogical
approach used in education. Additionally, Augmented Reality (AR) is a tool that receives significant attention globally.
Recognizing this trend, researchers have been seeking ways to integrate story-related activities with AR in educational
contexts. This paper presents a systematic literature review focusing on the use of AR in story-related activities within
primary and secondary education. By conducting a systematic search of studies published in the past 5 years between
2019 and 2024, 264 relevant papers were initially identified. After applying inclusion, exclusion and quality criteria, 39
studies were selected for in-depth analysis. Framed by the principles of learning experience design, this review explores
how AR is integrated into story-based educational practices, highlighting its current applications, benefits, and barriers.
Additionally, the review critically reflects on the need to prioritise pedagogy over technological features when designing
AR-enhanced learning experiences. The study concludes with recommendations for future research and practical insights
for educators aiming to incorporate AR into story-related educational activities
