The impact of augmented reality in science education on academic achievement and permanence in Turkey: A meta analysis study

The general purpose of this research is to synthesize experimental and semi-experimental studies on the effects of augmented reality applications on academic achievement and retention in science education. Some criteria were determined to determine the studies included in the research. As a result of scanning the national thesis center database within the framework of these criteria, 43 studies were included in the research. 46 effect sizes were obtained from 43 studies included in the research. The total sample size of the studies included in the research is 2710. Publication bias was tested to evaluate the validity of the study and no risk of bias was found. Statistical data based on descriptive analysis obtained from the studies are presented in tables. Meta-analysis results show that augmented reality applications are more effective on academic success and retention in science education. According to the results of the heterogeneity test for 46 effect sizes arising from 43 studies, they were analyzed under the random effect model. Since the experimental and control groups had different sample sizes, Hedge's g was used in the effect size calculation and was calculated as g = 0.967. According to Cohen (1988), the overall effect value reached shows a broad effect. The average effect size of 8 studies on permanence was found to be 0.942 according to the fixed effects model. According to Cohen (1988), the overall effect value achieved based on permanence shows a wide effect. To examine the factors that would change the effect size, 5 moderator variables were determined and sub-analysis was performed. In moderator variables analyses; No significant differences were found for learning level, publication years, publication type, application period and discipline moderators. Keywords: augmented reality, science education, academic achievement, permanence, meta-analysis