Global Trends in Augmented Reality Technology: A Meta-Analysis Study

Maximus Tamur, Gregoria W. Komaladewi, Marianus Alberto Nona, Elisabeth Lasitania Trinitas, Yohana Maya K Syukur

Abstract


Abstract: Immersive technology with augmented reality (AR) as a didactic support has gone global and enriched the learning process with various packages of excellence. Although there have previously been many meta-analyses to examine the aggregate influence of AR on student academic performance, few have considered treatment duration as a moderator variable. This research was conducted for. This random effects meta-analysis research was conducted to test the effectiveness of immersive augmented reality technology in learning by considering treatment duration as a research feature and specifically identifying data from the Scopus basis. This aim was achieved by examining 73 independent comparisons (n = 2822) that were eligible and identified from the Scopus database. The analysis results assisted by CMA software show that integrating immersive augmented reality technology in learning has a moderate effect (g = 0.75, p < 0.005) compared to learning conditions without AR. These results also add to the empirical validity of the relationship between categorical variables and research effect sizes, as it is necessary to understand the research in the context of future applications of augmented reality. These findings also provide a new direction for teachers, lecturers, stakeholders, and professionals to develop a didactical framework by considering the duration of treatment in the application of Immersive Augmented Reality in the future.

Keywords


Augmented Reality, Meta-analysis, Moderator, Effect Size.

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