Meta-analysis of the Impact of Aumented Reality on Motivation, Self-efficacy and Learning in Natural Sciences

Abstract

Augmented reality is a valuable technology that integrates virtual elements with the real environment to create immersive and engaging learning experiences. Despite extensive literature on augmented reality in education, significant gaps remain regarding its specific impact on students’ motivation and academic performance in Natural Sciences at the Primary Education level, and there is a lack of systematized pedagogical models guiding its implementation. This study addresses these gaps by analyzing the effect of augmented reality on motivation and academic outcomes and proposing a replicable pedagogical framework to guide its integration into teaching and learning processes. Furthermore, this work makes an interdisciplinary contribution, bridging educational practice and scientific understanding by simultaneously addressing variables related to motivation, didactics, and emerging technologies. For this purpose, a systematic review and meta-analytic methodology was employed, following PRISMA guidelines. The databases consulted were the Education Resources Information Center, Scopus, and Web of Science, from which a total of 57 documents were retrieved. After rigorously applying the established eligibility criteria, 4 studies were included in the systematic review and meta-analysis to ensure the validity and relevance of the findings. The meta-analytic results revealed an effect across the subgroups in favor of the experimental groups (Z = 4.64; p < .00001) and showed moderate heterogeneity across interventions (I² = 0%). The findings highlight the potential of augmented reality to enhance students’ motivation and engagement, improve academic performance, and provide practical guidance for teachers on effectively implementing augmented reality-based strategies. In conclusion, this study not only provides consolidated evidence on the benefits of augmented reality in Natural Sciences but also offers a structured pedagogical framework that can optimize teaching and learning, representing a novel contribution to educational practice and research.