Augmented Reality in K–12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020

ABSTRACT

With its capacity to support student-centered learning through digital transformation and shared experience, augmented reality (AR) has received increasing attention from both researchers and practitioners as an emerging technology to achieve innovative and sustainable education. Therefore, this study systematically reviewed the literature on the application of augmented reality in K–12 education settings between 2000 and 2020. After two stages of screening, 129 articles were selected, and the key research results were analyzed and integrated by adopting a coding scheme including basic information, instruction contexts, technical features, instructional design, and research results. The results revealed interesting findings regarding the augmented reality literature in terms of publication patterns, application fields, technological affordances, instructional designs, and methods. Furthermore, a meta-analysis was conducted to examine the effectiveness of augmented reality-based instruction, and the results showed a large overall effect size (g = 0.919) with three significant moderators. Finally, the practical significance of AR-based instruction and a future research agenda are discussed.