A meta‐analysis of the effects of augmented reality technologies in interactive learning environments (2012–2022)

Abstract

This study conducts meta‐analytical estimations based on 70 empirical studies regarding inconsistent effect sizes of augmented reality in interactive learning environments. It finds that compared with traditional tools, augmented reality in interactive learning environments significantly enhances overall learning effectiveness (g = 0.717, 95% confidence interval [CI] = 0.606–0.827) at the 0.05 level. The moderating analysis finds that augmented reality in interactive learning environments significantly enhances (1) students' acceptance of technological systems and attitudes toward their courses, (2) comfort, engagement, and self‐efficacy, (3) learning motivations (measured by attention, perceived relevance to learning objectives, confidence, satisfaction, and interest), (4) critical thinking and practical skills, and (5) knowledge acquisition outcomes (including memorization, retention, and application). Interactive augmented reality has insignificant influences on students' flow experience, collaboration, and communication at the 0.05 level, while significantly reducing cognitive load at the 0.05 level. The findings in this study may enlighten further studies on educational technologies and extend applications of augmented reality in education.

Challenges and Opportunities for Using Immersive Technology: A Meta-Analysis of the Effectiveness of Cross-Country Studies

“…The analysis results gave an overall effect size of 0.71, categorized as a medium effect according to [43]. This result is similar to previous studies where the average effect size of studies on the influence of AR use in education is in the range of 0.6 to 0.8 (e.g., [4], [26]). This study also supports previous studies that state that integrating AR in educational environments helps improve students' academic achievement in collaborative learning environments and increases their retention and ability to translate it into other environments [13]- [15].…”

“…Relatedly, in the current literature, many meta-analyses specifically aim to find the overall effect of using AR in education. For example, the meta-analyses that have been carried out by [25] and [26] only considered limited moderator variables. Likewise, meta-analysis studies conducted by [4] and [27] have analyzed the overall influence of AR technology in education but have yet to proceed by analyzing categorical variables that might clarify variations between primary study results.…”

An active learning approach to teach distributed forces using augmented reality with guided inquiry

“…A growing number of studies in many STEM disciplines evaluated the effectiveness of utilizing AR as a learning tool among various student populations [24] including engineering [3]. AR allows learners to selfexplore via active learning [47], collaborate with peers [45], expand social interaction when integrated into gaming [2], enhance motivation and engagement [5,26,31,51], improve knowledge retention [11,16,49], and strengthen laboratory skills [1,46]. AR applications can improve students' visualization of abstract concepts [14] and eliminate misconceptions [6].…”

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

“…Moreover, augmented reality supports different media types (Ali et al, 2017) and constructivism-based learning theories (Dunleavy & Dede, 2014). Although students' characteristics can influence learning outcomes (López-Belmonte et al, 2022), when integrated into teaching and learning activities, augmented reality can positively affect students' engagement, motivation, and learning achievements across all educational levels (Lampropoulos et al, 2022Lin & Yu, 2023).…”