Augmented reality (AR) has gained prominence recently due to rapid technological advancements. The increasing reliance on this technology has been accelerated by global events, such as the COVID-19 pandemic; however, its effectiveness in educational practices remains debatable. Based on an analysis of existing research, this paper discusses how AR has impacted educational processes, examining its effects on learning outcomes, advantages, challenges, and trends in educational settings. This paper provides insights for educators, policymakers, and technology developers to harness AR’s full potential in education.

Abstract Due to the fierce competitive global market, enterprises need to face and overcome new challenges and requirements to stay ahead of competition. Cyber‐physical systems, Internet of things, and digital twins are some of the contemporary technologies that are used in the context of Industry 4.0 in order to instill intelligence into the industrial sector by changing traditional manufacturing to smart manufacturing. The digitalized and interconnected nature of Industry 4.0 creates new security, privacy, and safety challenges that need to be addressed in order for it to be fully realized. This study presents an overview regarding the use of digital twins as a means to reinforce and secure cyber‐physical systems and Industry 4.0, in general. Digital twins connect the physical and virtual worlds and can be used in combination with other technologies to provide several merits in various sectors, such as real‐time monitoring and controlling, prompt access to dynamic data, constant visualization and analysis, process optimization, advanced decision‐making, and prediction systems. All in all, based on the literature review, digital twins can constitute an essential tool for the realization, reinforcement, and security of cyber‐physical systems and Industry 4.0.

The growth rates of today’s societies and the rapid advances in technology have led to the need for access to dynamic, adaptive and personalized information in real time. Augmented reality provides prompt access to rapidly flowing information which becomes meaningful and “alive” as it is embedded in the appropriate spatial and time framework. Augmented reality provides new ways for users to interact with both the physical and digital world in real time. Furthermore, the digitization of everyday life has led to an exponential increase of data volume and consequently, not only have new requirements and challenges been created but also new opportunities and potentials have arisen. Knowledge graphs and semantic web technologies exploit the data increase and web content representation to provide semantically interconnected and interrelated information, while deep learning technology offers novel solutions and applications in various domains. The aim of this study is to present how augmented reality functions and services can be enhanced when integrating deep learning, semantic web and knowledge graphs and to showcase the potentials their combination can provide in developing contemporary, user-friendly and user-centered intelligent applications. Particularly, we briefly describe the concept of augmented reality and mixed reality and present deep learning, semantic web and knowledge graphs technologies. Moreover, based on our literature review, we present and analyze related studies regarding the development of augmented reality applications and systems that utilize these technologies. Finally, after discussing how the integration of deep learning, semantic web and knowledge graphs into augmented reality enhances the quality of experience and quality of service of augmented reality applications to facilitate and improve users’ everyday life, conclusions and suggestions for future research and studies are given.