The Effect of Augmented Reality on K-12 Students' Motivation: A Meta-Analysis
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| Title: | The Effect of Augmented Reality on K-12 Students' Motivation: A Meta-Analysis |
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| Language: | English |
| Authors: | Hunhui Na (ORCID |
| Source: | Educational Technology Research and Development. 2024 72(6):2989-3020. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Computer Simulation, Educational Technology, Technology Uses in Education, Elementary Secondary Education, Student Motivation, Cooperative Learning |
| DOI: | 10.1007/s11423-024-10385-7 |
| ISSN: | 1042-1629 1556-6501 |
| Abstract: | Augmented Reality (AR) has been continuously adopted in K-12 settings, showing its beneficial impact. Despite numerous studies highlighting the benefit of AR that can enhance students' motivation, no meta-analysis providing an in-depth look into AR's impact on students' motivation has been conducted, particularly in K-12 settings. In this meta-analysis, we meta-analyzed 45 experimental studies using AR in K-12 settings from 2010 to 2022, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis procedure. We also conducted a moderator analysis considering diverse instructional considerations and study features, to offer a more focused and comprehensive understanding of AR's effect on K-12 students' motivation. The results showed a large effect of AR on enhancing K-12 students' motivation (g = 0.803). Furthermore, we found that marker-based AR and collaborative learning significantly promoted K-12 students' motivation, compared to location-based AR and non-collaborative learning experiences. The results indicated AR in K-12 settings needs to be carefully designed, considering how it is integrated within pedagogical practice. The implications and future research direction for researchers, educational practitioners, and AR developers are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451978 |
| Database: | ERIC |
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| Abstract: | Augmented Reality (AR) has been continuously adopted in K-12 settings, showing its beneficial impact. Despite numerous studies highlighting the benefit of AR that can enhance students' motivation, no meta-analysis providing an in-depth look into AR's impact on students' motivation has been conducted, particularly in K-12 settings. In this meta-analysis, we meta-analyzed 45 experimental studies using AR in K-12 settings from 2010 to 2022, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis procedure. We also conducted a moderator analysis considering diverse instructional considerations and study features, to offer a more focused and comprehensive understanding of AR's effect on K-12 students' motivation. The results showed a large effect of AR on enhancing K-12 students' motivation (g = 0.803). Furthermore, we found that marker-based AR and collaborative learning significantly promoted K-12 students' motivation, compared to location-based AR and non-collaborative learning experiences. The results indicated AR in K-12 settings needs to be carefully designed, considering how it is integrated within pedagogical practice. The implications and future research direction for researchers, educational practitioners, and AR developers are also discussed. |
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| ISSN: | 1042-1629 1556-6501 |
| DOI: | 10.1007/s11423-024-10385-7 |
