The Effect of Augmented Reality Applications in the Learning Process: A Meta-Analysis Study

Muzaffer OZDEMIR1, Cavus SAHIN2, Serdar ARCAGOK3, M. Kaan DEMIR4
1Çanakkale Onsekiz Mart University, TURKEY.
2Çanakkale Onsekiz Mart University, TURKEY.
3Corresponding Author: Çanakkale Onsekiz Mart University, TURKEY.
4Çanakkale Onsekiz Mart University, TURKEY.
DOI: 10.14689/ejer.2018.74.9


Purpose: The aim of this research is to investigate the effect of Augmented Reality (AR) applications in the learning process. Problem: Research that determines the effectiveness of Augmented Reality (AR) applications in the learning process with different variables has not been encountered in national or international literature. Research Methods: To determine the effect of AR in the learning process, experimental studies conducted in 2007-2017 on the use of AR in education were analyzed by the Meta-Analysis Method. Analyzed articles were selected among the publications in the journals scanned in the Social Sciences Citation Index (SSCI). In this context, 16 studies were examined to identify the effect of AR applications in the learning process.

Findings: Findings indicated that AR applications increase students’ academic achievement in the learning process compared to traditional methods.

Implications for Research and Practice: It was concluded that AR applications do not show significant differences in academic success in the learning process. For example, the “grade level” variable of the study does not show a significant difference compared to traditional methods. When assessing AR display devices, the largest effect size was related to the use of mobile devices, while the smallest effect size was in the use of webcam-based devices. When comparing sample size in the study, it was identified that the effect size of large sample groups was affected by AR on a medium level, while small samples were affected minimally.

Keywords: Academic achievement, innovative learning environments, thematic analysis