The effect of integrating augmented reality (AR) on student’s cognitive learning outcomes in science education: A meta-analysis of recent literature

Abstract

Augmented Reality (AR) is one of the emerging tools in transforming science education, yet its practical significance on cognitive learning outcomes remains inconsistently documented. This meta-analysis synthesizes empirical evidence of 29 comparisons from 28 empirical studies (2020–2025) to quantify AR’s effectiveness and identify moderating factors. Using a random-effects model, we analyzed data from 2,841 secondary school students across scientific disciplines (biology, chemistry, physics, earth/space science). Results revealed a large, significant overall effect size (g = 0.98, 95% CI [0.74, 1.21]), indicating AR’s substantial positive impact on cognitive outcomes. Publication bias tests including Egger’s regression, fail-safe N, and Begg and Mazumdar’s rank correlation confirmed robust results. Substantial heterogeneity was observed (I²=80.67%, p<.001), leading to moderator analyses, which revealed that discipline and educational level did not significantly influence outcomes. Instructional duration significantly moderated effects, with longer exposures (6–8 weeks) yielding larger effect size (g = 1.63) than shorter ones (1–3 weeks; g = 0.72). These findings show that AR’s benefits are clearest with sustained use, supporting its integration into science curricula. Educators should align AR duration with learning objectives to maximize cognitive gains.