This master's thesis explores the potential of augmented reality (AR) connected to social games to transform traditional education. Through the analysis of ten case studies covering preschool, elementary, middle, and graduate education, it investigates the impact of AR social games on students' learning experiences. Scientific questions addressed include the influence of AR social games on student motivation, cognitive development, collaborative learning, implementation challenges, design impact, teacher and student attitudes, curriculum integration, and broader implications. The studies were thoroughly examined, defining the goals of each, as well as the circumstances in which they were conducted. The performances of AR technology were presented, how the technology was integrated into educational instruction, and how students responded to it. The obtained results and possible technologyspecific upgrades were defined. Through further analysis, the study's conclusions were summarized, and the results were presented. Research results indicate that AR social games have a positive impact on education, encouraging greater student engagement, motivation, critical thinking, and collaborative problem-solving skills. However, the research also identifies challenges such as technical limitations, teacher training, and alignment with the curriculum. The study provides valuable insights into the successful integration of AR social games into education and encourages changes in the traditional education system to promote interactive and transformative learning experiences. Future research is recommended with a larger number of participants, as well as long-term knowledge retention tracking to obtain consistent conclusions about the effectiveness of AR social games within the education framework.