The Impact of Augmented Reality on the Learning Abilities of Primary and Secondary Students at the Cognitive and Affective levels: A Meta-analysis

Abstract

Objective - The present study investigates the impact of augmented reality (AR) on the learning abilities of primary and secondary students at the cognitive and affective levels. Methodology/Technique - The data of 59 relevant domestic and international studies between 2010 and 2021, including 83 studies and 4123 samples, were analyzed through CMA for meta-analysis. Finding - The overall effect size of AR technology on the teaching effectiveness of primary and secondary school students was 0.598, which had a positive contribution. The impact of AR technology on primary and secondary school students was stronger at the affective levels than at the cognitive levels. Novelty - In the process of learning with AR-assisted resources for primary and secondary school students, the school levels, teaching methods, and resource types did not differ significantly, and the differences in teaching outcomes were manifested in the different subject content. Type of Paper - Empirical Keywords: Augmented reality (AR); Learning effects; Meta-analysis; Primary and Secondary students; Cognitive; Affective. JEL Classification: I21, I26. Reference to this paper should be referred to as follows: Shen, Q; Tsai, P. (2022). The Impact of Augmented Reality on the Learning Abilities of Primary and Secondary Students at the Cognitive and Affective levels: A Meta-analysis, GATR-Global J. Bus. Soc. Sci. Review, 10(4), 220–228. https://doi.org/10.35609/gjbssr.2022.10.4(1)