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<p>Augmented Reality (AR) has emerged as a promising educational tool for enhancing student engagement and comprehension, particularly in technical and engineering-related disciplines. However, findings on its effectiveness remain mixed across contexts and subject areas. This meta-analysis aims to evaluate the overall effectiveness of AR-based learning on academic achievement in engineering education and examine whether educational level and sample size moderate its impact. A systematic search of five electronic databases (Scopus, ERIC, ScienceDirect, Europe PMC, and Lens) yielded 372 records, of which 13 experimental studies met the eligibility criteria. The studies involved 919 participants across vocational high schools and university settings. The overall results indicate a statistically significant positive effect of AR on student academic achievement in engineering education (SMD = 1.32, 95% CI [0.32, 2.32]), despite a high level of heterogeneity (<i>I</i>² = 94.5%). Subgroup analyses revealed that AR interventions were particularly effective in programming and hardware-related subjects, with larger samples yielding more stable results. However, educational level and sample size did not significantly moderate the effect.</p>

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What Works in AR for Academic Achievement in Engineering Education? A Meta-Analysis of Experimental Studies

  • 期刊论文

  • 发表日期：

    2026年5月22日

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  • Dewanti Indri Hestiwi,
  • Totok Heru Tri Maryadi

摘要

Augmented Reality (AR) has emerged as a promising educational tool for enhancing student engagement and comprehension, particularly in technical and engineering-related disciplines. However, findings on its effectiveness remain mixed across contexts and subject areas. This meta-analysis aims to evaluate the overall effectiveness of AR-based learning on academic achievement in engineering education and examine whether educational level and sample size moderate its impact. A systematic search of five electronic databases (Scopus, ERIC, ScienceDirect, Europe PMC, and Lens) yielded 372 records, of which 13 experimental studies met the eligibility criteria. The studies involved 919 participants across vocational high schools and university settings. The overall results indicate a statistically significant positive effect of AR on student academic achievement in engineering education (SMD = 1.32, 95% CI [0.32, 2.32]), despite a high level of heterogeneity (I² = 94.5%). Subgroup analyses revealed that AR interventions were particularly effective in programming and hardware-related subjects, with larger samples yielding more stable results. However, educational level and sample size did not significantly moderate the effect.