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 |
| 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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