Does augmented reality promote learning outcomes?

By Winnie Tam, Centre for University and School Partnership, The Chinese University of Hong Kong

Augmented reality (AR) technology emphasizes superimposing virtual information over the real environment to create a new context of learning. Chang and colleagues conducted a meta-analysis of 134 (quasi) experimental studies from 2012-21 to investigate the effects of AR on three levels of learning outcomes: response, or learners’ attitudes; knowledge and skill; and performance, which is how learners apply and transfer what they learned to an authentic situation.

Results of the meta-analysis showed positive impacts of AR instruction on response (g=+0.49), knowledge and skill (g = +0.65), and performance (g = +0.74). Refined AR (e.g., including more support, or games with AR) showed additional benefits above the original AR effects: response (g=+0.25), knowledge and skill (g = +0.56).

Meta-regression showed that treatment duration and subject area were significant factors related to the effect sizes. The longer the duration, the larger the effect sizes. The most positive effects in relation to subject area were in language learning, while other subject areas (social studies, science, technology, and math) showed no significant differences.