You are here:

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

, , ,

Eurasian Journal of Educational Research Volume 74, Number 1, ISSN 1302-597X


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.


Ozdemir, M., Sahin, C., Arcagok, S. & Demir, M.K. (2018). The Effect of Augmented Reality Applications in the Learning Process: A Meta-Analysis Study. Eurasian Journal of Educational Research, 74(1), 165-186. Retrieved November 15, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.