A meta-analysis on the effectiveness of extended reality applications in science teaching

The purpose of this research is to conduct a meta-analysis of true and quasi-experimental studies examining the effect of extended reality applications used in science disciplines on science achievement in K-12 and higher education levels. Electronic databases such as ISI Web of Knowledge, Scopus, ERIC, ScienceDirect, EBSCO, ProQuest Digital Dissertations, Google Scholar and YÖK Thesis Center were searched within the specified keywords to reach the studies published between 2000-2021 (June) and studies that met the inclusion criteria were included in the meta-analysis. Four meta-analyses were done for every reality type such as virtual reality, augmented reality, mixed reality and lastly extended reality, which is a combination of these three. Ninety-eight publications and 98 effect sizes related to virtual reality, 94 publications and 100 effect sizes related to augmented reality, and 26 publications and 27 effect sizes related to mixed reality were reached. Using CMA (Comprehensive Meta Analysis) software, overall effect sizes (Cohen's d) were calculated for each type of reality according to the random effects model, and also for extended reality from a holistic perspective. These values were 0,531 for virtual reality, 0,641 for augmented reality and 0,299 for mixed reality. The highest effect size value was obtained for augmented reality. These values mean that virtual and augmented reality have a medium effect on science achievement and mixed reality has a small effect on science achievement. When considered holistically, the overall effect size of extended reality on science achievement was 0,553; which means a medium effect. moderator analyses were conducted to find and explain systematic differences in effect sizes. Fifteen moderators were analyzed for virtual reality, 13 for augmented reality and 13 for mixed reality. All statistically significant and non-significant moderators were analyzed one by one. The use of extended reality applications in science is interpreted in the contexts of technology, pedagogy and scientific research, and recommendations were made within the scope of results and discussion.