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Augmented Reality in Higher Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2023

Gorde:
Argitaratua izan da:Education Sciences vol. 15, no. 6 (2025), p. 678-702
Egile nagusia: Li Gege
Beste egile batzuk: Luo Heng, Chen, Di, Wang Peiyu, Yin Xin, Zhang Jiakai
Argitaratua:
MDPI AG
Gaiak:
Augmented reality
Pedagogy
Higher education
Trends
Instructional design
Research methodology
Educational objectives
Medical research
Variables
Independent study
Systematic review
Meta-analysis
Control Groups
Influence of Technology
Researchers
Educational Technology
Language Acquisition
Reliability
Meta Analysis
Research Design
Coding
Career and Technical Education
Effect Size
Statistical Analysis
Elementary Secondary Education
Outcomes of Education
Statistical Data
Educational Environment
Database Management Systems
Educational Trends
Synthesis
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Laburpena:Augmented reality (AR) has been widely used in higher education because of its unique characteristics that combine virtuality and reality. This study systematically reviewed the literature on the application of AR in higher education between 2000 and 2023. A total of 237 articles were selected, and the key research findings were analyzed and synthesized based on the coding manual from five aspects: basic information, disciplines, technology features, instructional design, and research results. The results revealed interesting findings regarding AR literature in terms of publication trends and applied disciplines, technical features and affordances, instructional design, and learning outcomes and measurement methods. Furthermore, a meta-analysis was conducted on 60 experimental studies selected from the literature to examine the overall effectiveness of AR-based instructions. The results indicate that AR applications in higher education tend to have a large overall effect size (g = 0.896, 95% confidence interval = [0.685–1.107], p = 0.000), with two significant moderators: instructional function and learning outcomes. Additional sensitivity and publication bias analyses confirmed the robustness of the meta-analytic findings. Based on these results, four implications for educational practice and research investigating AR-supported higher education were proposed and discussed.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060678
Baliabidea:Education Database