Research Article
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Investigation of the Impact of the Use of Augmented Reality Applications in Education on Achievement: A Meta-Analysis of the Studies Conducted between 2010-2020

Year 2023, Volume: 11 Issue: 22, 405 - 428, 27.10.2023
https://doi.org/10.18009/jcer.1241110

Abstract

The aim of this study is to compare the effectiveness of augmented reality in the field of education and to reveal its general effect by bringing to gather experimental studies examining the effectiveness of augmented reality applications made between 2010 and 2020 on learning achievement, using the meta-analysis method. Inclusion criteria were determined for data collection, 28 studies were included in the study. In this study, the effect sizes and variances of each study included in the meta-analysis, the combined effect sizes of the groups and the comparisons of the groups were made with the comprehensive meta-analysis statistical program. According to the findings, it can be said that augmented reality is more effective in increasing academic achievement than traditional applications. It revealed that applications are mostly used in the field of science education.

Ethical Statement

Etik Beyanı Bu çalışmada insan veya hayvan deneklerinden veri toplanmamıştır. Bu nedenle çalışma, etik kurul onayı gerektiren çalışmalar kapsamında yer almadığından etik kurul onayı alınmamıştır.

References

  • Arslan, A., & Elibol, M. (2015). Analysis of Educational augmented reality applications: The case of android operating system. Journal of Human Sciences, 12(2), 1792-1817.
  • Avcı, Ş. K., Çoklar, A. N., & İstanbullu, A. (2019). The effect of three dimensional virtual environments and augmented reality applications on the learning achievement: A meta-analysis study. Education and Science, 44(198).
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
  • Bacca Acosta, J. L., Baldiris Navarro, S. M., Fabregat Gesa, R., & Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology and Society, 2014, 17(4), 133-149.
  • Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., &Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382-397.
  • Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303.
  • Batdı, V., & Talan, T. (2019). Augmented reality applications: A Meta-analysis and thematic analysis. Turkish Journal of Education, 8(4), 276-297.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley.
  • Bozkuş, K., & Karacabey, M. F. (2019). Information technology use in education through the FATIH project: how far has it gone?. Journal of Education for Life, 33(1), 17-32.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. [Scientific research methods]. Ankara: Pegem.
  • Chang, R. C., Chung, L. Y., & Huang, Y. M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264.
  • Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
  • Coe, R. (2002, September). It’s the effect size, stupid. In British Educational Research Association Annual Conference, 12(4).
  • Copas, J., & Shi, J. Q. (2000). Meta-analysis, funnel plots and sensitivity analysis. Biostatistics, 1(3), 247-262. Cumming, G. & Finch, S. (2005). Inference by eye: Confidence intervals, and how toreadpictures of data. American Psychologist, 60, 170-180.
  • Garzón, J., Pavón, J., &Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447-459.
  • Garzon, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244-260.
  • Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., La Velle, L., ... & Winterbottom, M. (2007). Pedagogical approaches for technology-integrated science teaching. Computers & Education, 48(1), 137-152.
  • Kelley, K., & Preacher, K. J. (2012). On effect size. Psychological Methods, 17(2), 137–152.
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
  • Linn, M. (2003). Technology and science education: starting points, Research programs, and trends. International Journal of Science Education, 25(6), 727-758.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications, Inc.
  • 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, 18(74), 165-186.
  • Özdemir, M. (2017). Artırılmış gerçeklik teknolojisi ile öğrenmeye yönelik deneysel çalışmalar: Sistematik bir inceleme. [Experimental studies on learning with augmented reality technology: A systematic review]. Mersin University Journal of the Faculty of Education, 13(2), 609-632.
  • Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on k-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425-436.
  • Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
  • Rosenthal, R., & Rubin, D. B. (1991). Further issues in effect size estimation for one-sample multiple-choice-type data. Psychological Bulletin, 109, 351-352.
  • Rothstein, H. R., Sutton, A. J. & Borenstein, M. (Ed.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. John Wiley & Sons.
  • Saidin, N. F., Halim, N. D. A., & Yahaya, N. (2015). A review of research on augmented reality in education: Advantages and applications. International Education Studies, 8(13), 1-8.
  • Taber, K. S. (2002). Alternative conceptions in chemistry: Prevention, diagnosis and cure. The Royal Society of Chemistry, 1, 53-66.
  • Tekedere, H., & Göke, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental and Science Education, 11(16), 9469-9481.
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1-9.
  • Usta, E., Korucu, A. T., & Yavuzarslan, İ. F. (2016). Eğitimde artırılmış gerçeklik teknolojilerinin kullanımı: 2007-2016 döneminde Türkiye’de yapılan araştırmaların içerik analizi. [Using augmented reality in education: A content analysis of the studies in 2007-2016 period]. Journal of Subject Teaching Research, 2(2), 84-95.
  • Yu, D., Jin, J. S., Luo, S., Lai, W., & Huang, Q. (2009). A useful visualization technique: A literatüre review for augmented reality and its application, limitation & future direction. Visual Information Communication, 311-337.

Artırılmış Gerçeklik Uygulamalarının Eğitimde Kullanımının Başarı Üzerindeki Etkisinin İncelenmesi: 2010-2020 Yılları arasında Yapılan Çalışmaların Meta-Analizi

Year 2023, Volume: 11 Issue: 22, 405 - 428, 27.10.2023
https://doi.org/10.18009/jcer.1241110

Abstract

Bu araştırmanın amacı, eğitimde kullanılan artırılmış gerçeklik uygulamalarının öğrencilerin başarıları üzerindeki etkililiğine yönelik yapılan birbirinden farklı çalışmaların sonuçlarının bir araya getirilmesidir. Verilerin toplanması için çalışmaya dâhil edilme ölçütleri belirlenerek 28 çalışma araştırmaya dâhil edilmiştir. Bu araştırmada meta-analize alınan her çalışmaya ait etki büyüklükleri ve varyansları, grupların birleştirilmiş etki büyüklükleri ve grupların karşılaştırılmaları comprehensive meta-analysis istatistik programı ile yapılmıştır. Bulgulara göre, artırılmış gerçekliğin, akademik başarıyı artırmada geleneksel uygulamalara göre daha etkili olduğu söylenebilir. Etki büyüklüğünün en büyük olduğu ülkenin Türkiye, alanın ise fen eğitimi ve örneklem düzeyinin okul öncesi olduğu tespit edilmiştir.

References

  • Arslan, A., & Elibol, M. (2015). Analysis of Educational augmented reality applications: The case of android operating system. Journal of Human Sciences, 12(2), 1792-1817.
  • Avcı, Ş. K., Çoklar, A. N., & İstanbullu, A. (2019). The effect of three dimensional virtual environments and augmented reality applications on the learning achievement: A meta-analysis study. Education and Science, 44(198).
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
  • Bacca Acosta, J. L., Baldiris Navarro, S. M., Fabregat Gesa, R., & Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology and Society, 2014, 17(4), 133-149.
  • Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., &Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382-397.
  • Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303.
  • Batdı, V., & Talan, T. (2019). Augmented reality applications: A Meta-analysis and thematic analysis. Turkish Journal of Education, 8(4), 276-297.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley.
  • Bozkuş, K., & Karacabey, M. F. (2019). Information technology use in education through the FATIH project: how far has it gone?. Journal of Education for Life, 33(1), 17-32.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. [Scientific research methods]. Ankara: Pegem.
  • Chang, R. C., Chung, L. Y., & Huang, Y. M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264.
  • Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
  • Coe, R. (2002, September). It’s the effect size, stupid. In British Educational Research Association Annual Conference, 12(4).
  • Copas, J., & Shi, J. Q. (2000). Meta-analysis, funnel plots and sensitivity analysis. Biostatistics, 1(3), 247-262. Cumming, G. & Finch, S. (2005). Inference by eye: Confidence intervals, and how toreadpictures of data. American Psychologist, 60, 170-180.
  • Garzón, J., Pavón, J., &Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447-459.
  • Garzon, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244-260.
  • Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., La Velle, L., ... & Winterbottom, M. (2007). Pedagogical approaches for technology-integrated science teaching. Computers & Education, 48(1), 137-152.
  • Kelley, K., & Preacher, K. J. (2012). On effect size. Psychological Methods, 17(2), 137–152.
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
  • Linn, M. (2003). Technology and science education: starting points, Research programs, and trends. International Journal of Science Education, 25(6), 727-758.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications, Inc.
  • 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, 18(74), 165-186.
  • Özdemir, M. (2017). Artırılmış gerçeklik teknolojisi ile öğrenmeye yönelik deneysel çalışmalar: Sistematik bir inceleme. [Experimental studies on learning with augmented reality technology: A systematic review]. Mersin University Journal of the Faculty of Education, 13(2), 609-632.
  • Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on k-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425-436.
  • Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
  • Rosenthal, R., & Rubin, D. B. (1991). Further issues in effect size estimation for one-sample multiple-choice-type data. Psychological Bulletin, 109, 351-352.
  • Rothstein, H. R., Sutton, A. J. & Borenstein, M. (Ed.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. John Wiley & Sons.
  • Saidin, N. F., Halim, N. D. A., & Yahaya, N. (2015). A review of research on augmented reality in education: Advantages and applications. International Education Studies, 8(13), 1-8.
  • Taber, K. S. (2002). Alternative conceptions in chemistry: Prevention, diagnosis and cure. The Royal Society of Chemistry, 1, 53-66.
  • Tekedere, H., & Göke, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental and Science Education, 11(16), 9469-9481.
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1-9.
  • Usta, E., Korucu, A. T., & Yavuzarslan, İ. F. (2016). Eğitimde artırılmış gerçeklik teknolojilerinin kullanımı: 2007-2016 döneminde Türkiye’de yapılan araştırmaların içerik analizi. [Using augmented reality in education: A content analysis of the studies in 2007-2016 period]. Journal of Subject Teaching Research, 2(2), 84-95.
  • Yu, D., Jin, J. S., Luo, S., Lai, W., & Huang, Q. (2009). A useful visualization technique: A literatüre review for augmented reality and its application, limitation & future direction. Visual Information Communication, 311-337.
There are 33 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

Nesrin Ürün Arıcı 0000-0003-3394-4860

Emre Yıldız 0000-0001-6396-9183

Early Pub Date October 25, 2023
Publication Date October 27, 2023
Submission Date January 23, 2023
Acceptance Date April 27, 2023
Published in Issue Year 2023 Volume: 11 Issue: 22

Cite

APA Ürün Arıcı, N., & Yıldız, E. (2023). Artırılmış Gerçeklik Uygulamalarının Eğitimde Kullanımının Başarı Üzerindeki Etkisinin İncelenmesi: 2010-2020 Yılları arasında Yapılan Çalışmaların Meta-Analizi. Journal of Computer and Education Research, 11(22), 405-428. https://doi.org/10.18009/jcer.1241110

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