This study aims to examine 58 articles, published in 8 educational technology journals under the Social Science Citation Index (SSCI) between 2006 and 2016, containing "augmented reality" in their title and, thereby, to determine the trends of using augmented reality (AR) in education by the content analysis technique. In this period of time, the total number of academic publications containing "augmented reality" in the Web of Science database, in all indices, was determined as 3540, and among these publications, 58 articles with SSCI index were analyzed within the scope of the research. It analyzes the change of articles related to AR by years; the usage of methods and data collection tools; education field, educational advantages, the type of applications used, technologies, assets used, physical environments in which researches were carried out, sensory types that applications address to, countries and continents in which the articles were published, and the keywords in these articles. Findings obtained were visualized with tables and graphics. According to the results obtained from the findings, there has been a sudden increase in the number of publications since 2013 and it reached the highest level in 2016, the most commonly used method is the mixed method and the data collection tool is questionnaire, most of the studies are carried out in Science, tablets and smartphones are most used, AR applications address to visual sense mostly and such articles are published mostly in the Asian continent. It has been determined that the most positive effect of AR on education is for academic success and learning motivation. It has been understood that the AR is closely related to disciplines such as human-computer interaction, robotics and remote laboratory systems. In addition, some suggestions have been made to researchers and developers based on these research findings.