The Effects of Augmented Reality on Students’ Higher-Order Thinking: A Meta-Analysis

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Abstract

Augmented reality (AR) has been increasingly adopted to develop students’ higher-order thinking (HOT). However, there has not been a synthesis of research findings on its effects. This meta-analysis determined augmented reality’ s overall effect on students’ HOT and tested for moderators, using 21 effect sizes from 17 studies. The random effects model results showed that AR had a significant large positive overall effect on students’ HOT (g = 1.109, 95% CI [0.699, 1.518]) and showed significant heterogeneity among effect sizes. Among AR affordance, 3D visualization yielded the largest mean effect size. Moreover, the effect size of AR was larger for HOT skill than HOT disposition skill. Lastly, AR effect on HOT was larger for convergent HOT than divergent HOT.

Authors

• Zhuotao Lu, Qingdao University

• Yunhuo Cui, East China Normal University

• Hao Lei, East China Normal University

• Shuai Wang, University of Jinan