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Augmented Reality in Science, Technology, Engineering and Mathematics Education: A Meta-Analysis

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Title: Augmented Reality in Science, Technology, Engineering and Mathematics Education: A Meta-Analysis
Language: English
Authors: Riyan Hidayat (ORCID 0009-0008-9493-7166), Shamsulariffin Samsudin, Xiaolin Wang, Siti Nadhirah Abd Rahman
Source: Journal of Computer Assisted Learning. 2026 42(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: STEM Education, Computer Simulation, Technology Uses in Education, Physical Environment, Simulated Environment, Educational Research
DOI: 10.1002/jcal.70164
ISSN: 0266-4909
1365-2729
Abstract: Background: Educational technology holds considerable importance in contemporary education as it enhances instructional techniques, elevates learning achievements and promotes sustainability. Augmented Reality (AR) is a technology that superimposes virtual objects onto the real-world environment in real-time. Objectives: The aim of the present meta-analysis is to investigate the collective effect of AR on STEM disciplines, as prior studies have primarily concentrated on science subjects and general educational themes. Methods: The researchers conducted a literature search using three databases, namely Web of Science, ScienceDirect and Scopus, following the PRISMA protocol. This process yielded a total of 22 studies and involved 2215 participants. The researchers utilised standardised mean differences (SMD) along with 95% confidence intervals in conjunction with R software packages to calculate the effect size. Results: The findings reveal significant large effects of AR on academic achievement in STEM courses (ES = 1.19, 95% CI [0.75, 1.63], p < 0.001), as well as significant moderate effects on thinking skills (ES = 0.73, 95% CI [0.36, 1.11], p < 0.001) and learning motivation (ES = 0.75, 95% CI [0.28, 1.23], p < 0.01). Subgroup analysis indicates that no significant differences based on education level or gender was observed. Conclusions: A noteworthy implication is that investigating this effect has the potential to significantly enhance academic achievements, particularly within the STEM disciplines.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495855
Database: ERIC
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  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/jcal.70164
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  Data: 0266-4909&lt;br /&gt;1365-2729
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  Data: Background: Educational technology holds considerable importance in contemporary education as it enhances instructional techniques, elevates learning achievements and promotes sustainability. Augmented Reality (AR) is a technology that superimposes virtual objects onto the real-world environment in real-time. Objectives: The aim of the present meta-analysis is to investigate the collective effect of AR on STEM disciplines, as prior studies have primarily concentrated on science subjects and general educational themes. Methods: The researchers conducted a literature search using three databases, namely Web of Science, ScienceDirect and Scopus, following the PRISMA protocol. This process yielded a total of 22 studies and involved 2215 participants. The researchers utilised standardised mean differences (SMD) along with 95% confidence intervals in conjunction with R software packages to calculate the effect size. Results: The findings reveal significant large effects of AR on academic achievement in STEM courses (ES = 1.19, 95% CI [0.75, 1.63], p &lt; 0.001), as well as significant moderate effects on thinking skills (ES = 0.73, 95% CI [0.36, 1.11], p &lt; 0.001) and learning motivation (ES = 0.75, 95% CI [0.28, 1.23], p &lt; 0.01). Subgroup analysis indicates that no significant differences based on education level or gender was observed. Conclusions: A noteworthy implication is that investigating this effect has the potential to significantly enhance academic achievements, particularly within the STEM disciplines.
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