Effectiveness of Augmented Reality and Virtual Reality Interventions on Learning Outcomes: A Meta-Analysis in Higher Education.
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| Title: | Effectiveness of Augmented Reality and Virtual Reality Interventions on Learning Outcomes: A Meta-Analysis in Higher Education. |
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| Authors: | Kumar, Abhishek1 (AUTHOR) drabhishekedu@gmail.com, Gorai, Jitendranath2 (AUTHOR) jitendranathgorai2013@gmail.com |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Nov2025, Vol. 69 Issue 6, p1207-1220. 14p. |
| Subject Terms: | *Student engagement, *Educational outcomes, *Higher education, *STEM education, *Teaching methods, Augmented reality, Virtual reality |
| Abstract: | This meta-analysis investigates the potential of augmented reality (AR) and virtual reality (VR) to significantly enhance learning outcomes (LO) within higher education contexts. By synthesizing data from 21 studies and 41 interventions, the findings reveal a significant positive effect size (d = 0.98, 95% CI [0.77, 1.20]), showcasing AR and VR's ability to enhance comprehension, retention, and engagement, with post-test score improvements of up to 26.42%. These technologies significantly enhance traditional learning by offering immersive, interactive experiences that bridge theoretical knowledge and practical application, particularly in STEM and skill-based fields. Despite challenges such as high costs and infrastructure demands, AR and VR present scalable opportunities for increasing student motivation and inclusivity. This research provides actionable insights for educators, policymakers, and developers to optimize AR/VR integration, fostering innovative pedagogical practices and equitable access to advanced learning tools. However, the durability of these improvements over time remains unclear, highlighting the need for longitudinal research, cost-effective implementation, and strategies for addressing the digital divide. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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