| Sumario: | 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. Practitioner Notes: What Is Already Known About This Topic ○Previous meta‐analyses have predominantly concentrated on individual subject areas, delineating separate examinations of science subjects and general education topics.○Prior studies examining the impact of Augmented Reality (AR) in STEM education solely concentrate on conducting systematic literature reviews.○Prior meta‐analyses have primarily concentrated on specific learning outcomes, such as academic achievement, neglecting other potential areas of focus.What This Paper Adds ○A meta‐analysis centred on Augmented Reality (AR) within STEM subjects serves as a valuable tool for advancing our understanding of how AR technology enhances learning outcomes in STEM and for guiding future research and practice in this field.○The present meta‐analysis synthesises and critically assesses the combined results to offer a comprehensive comprehension of how Augmented Reality (AR) influences STEM education, while also scrutinising moderating effects.Implications for Practice and/or Policy ○Teachers have the opportunity to employ AR technology to create captivating and interactive learning environments tailored to diverse learning styles, thereby promoting better understanding and retention of academic material.○Policymakers need to consider the differing effects of AR technology in various geographical regions worldwide.○Incorporating AR into educational methods for students has the potential to significantly enhance academic achievements, particularly in the realm of STEM disciplines.
|
|---|