Mobile Augmented Reality (MAR) is increasingly used in educational settings to support interactive and immersive learning experiences.This paper presents a systematic review of 62 MAR systems published between 2015 and 2025, focusing on interaction design, spatial features, and pedagogical approaches. Five research questions are addressed regarding: (1) tracking methods and input modalities; (2) relationships between input modalities and spatial-semantic features; (3) user tasks and content delivery techniques; (4) differences across age groups, subjects, and educational levels; and (5) correlations between age groups and input modalities. This study identifies interaction design patterns, usability issues, and future opportunities across these dimensions. The insights are intended to offer implications for educators, researchers, and designers to create more effective, accessible, and engaging MAR applications for learning.