Effects of Augmented Reality on Students’ Higher-Order Thinking: A Meta-Analysis

Zhuotao Lu; Ming M. Chiu; Shuai Wang; Weijie Mao; Hao Lei

doi:10.1177/07356331241309644

Effects of Augmented Reality on Students’ Higher-Order Thinking: A Meta-Analysis

Zhuotao Lu, Ming M. Chiu, Shuai Wang, Weijie Mao, Hao Lei

Faculty of Education

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Teachers are increasingly using augmented reality (AR) to develop students’ higher-order thinking (HOT). As past studies showed mixed results, our random effects meta-analysis of 21 effect sizes from 17 studies of 1256 participants determined the overall effect of AR on HOT and accounted for differences across studies via moderator effects. AR had a large positive overall effect on HOT (g = 1.109, 95% CI [0.699, 1.518]) but differed significantly across studies. AR effects on HOT were (a) largest for 3D visualization (g = 1.216), with progressively smaller ones for immersion (g = 1.198), collaboration (g = 0.934) and contextualization (g = 0.408), (b) larger for skills (g = 1.243) than disposition (g = 0.371), and (c) larger for convergent HOT (g = 1.625) than divergent HOT (g = 0.395).

Original language	English
Pages (from-to)	728-747
Number of pages	20
Journal	Journal of Educational Computing Research
Volume	63
Issue number	3
DOIs	https://doi.org/10.1177/07356331241309644
State	Published - Jun 2025

Keywords

augmented reality
effect size
higher-order thinking
meta-analysis
moderating analysis

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10.1177/07356331241309644

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title = "Effects of Augmented Reality on Students{\textquoteright} Higher-Order Thinking: A Meta-Analysis",

abstract = "Teachers are increasingly using augmented reality (AR) to develop students{\textquoteright} higher-order thinking (HOT). As past studies showed mixed results, our random effects meta-analysis of 21 effect sizes from 17 studies of 1256 participants determined the overall effect of AR on HOT and accounted for differences across studies via moderator effects. AR had a large positive overall effect on HOT (g = 1.109, 95\% CI [0.699, 1.518]) but differed significantly across studies. AR effects on HOT were (a) largest for 3D visualization (g = 1.216), with progressively smaller ones for immersion (g = 1.198), collaboration (g = 0.934) and contextualization (g = 0.408), (b) larger for skills (g = 1.243) than disposition (g = 0.371), and (c) larger for convergent HOT (g = 1.625) than divergent HOT (g = 0.395).",

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author = "Zhuotao Lu and Chiu, \{Ming M.\} and Shuai Wang and Weijie Mao and Hao Lei",

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doi = "10.1177/07356331241309644",

language = "英语",

volume = "63",

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T1 - Effects of Augmented Reality on Students’ Higher-Order Thinking

T2 - A Meta-Analysis

AU - Lu, Zhuotao

AU - Chiu, Ming M.

AU - Wang, Shuai

AU - Mao, Weijie

AU - Lei, Hao

N1 - Publisher Copyright: © The Author(s) 2025.

PY - 2025/6

Y1 - 2025/6

N2 - Teachers are increasingly using augmented reality (AR) to develop students’ higher-order thinking (HOT). As past studies showed mixed results, our random effects meta-analysis of 21 effect sizes from 17 studies of 1256 participants determined the overall effect of AR on HOT and accounted for differences across studies via moderator effects. AR had a large positive overall effect on HOT (g = 1.109, 95% CI [0.699, 1.518]) but differed significantly across studies. AR effects on HOT were (a) largest for 3D visualization (g = 1.216), with progressively smaller ones for immersion (g = 1.198), collaboration (g = 0.934) and contextualization (g = 0.408), (b) larger for skills (g = 1.243) than disposition (g = 0.371), and (c) larger for convergent HOT (g = 1.625) than divergent HOT (g = 0.395).

AB - Teachers are increasingly using augmented reality (AR) to develop students’ higher-order thinking (HOT). As past studies showed mixed results, our random effects meta-analysis of 21 effect sizes from 17 studies of 1256 participants determined the overall effect of AR on HOT and accounted for differences across studies via moderator effects. AR had a large positive overall effect on HOT (g = 1.109, 95% CI [0.699, 1.518]) but differed significantly across studies. AR effects on HOT were (a) largest for 3D visualization (g = 1.216), with progressively smaller ones for immersion (g = 1.198), collaboration (g = 0.934) and contextualization (g = 0.408), (b) larger for skills (g = 1.243) than disposition (g = 0.371), and (c) larger for convergent HOT (g = 1.625) than divergent HOT (g = 0.395).

KW - augmented reality

KW - effect size

KW - higher-order thinking

KW - meta-analysis

KW - moderating analysis

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DO - 10.1177/07356331241309644

M3 - 文章

AN - SCOPUS:105001548380

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EP - 747

JO - Journal of Educational Computing Research

JF - Journal of Educational Computing Research

IS - 3

ER -

Effects of Augmented Reality on Students’ Higher-Order Thinking: A Meta-Analysis

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Keywords

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