Abstract:

In this study, mixed-meta method was used to reveal the effect of Augmented Reality Applications (ARA) on academic achievement and to determine the effectiveness of its use in the teaching environment in cognitive, affective and social dimensions. In the context of mixed-meta, both quantitative (meta-analytical) and qualitative (thematic) dimensions were used in the study. Within the scope of meta-analysis, the data of 28 national and international studies accessed from different databases, which enable to determine the effect size of ARA on academic achievement, were analyzed with CMA and MetaWin programs. For the meta-thematic dimension, 13 qualitative researches obtained from different databases were analyzed via the Atlas.ti 9.0 program according to the content analysis. As a result of the meta-analysis, the effect size of ARA on academic achievement was determined as g = 0.978. It has been revealed that this value has a positive and wide effect. On the other hand, with the meta-thematic analysis, a large number of codes revealing the positive effectiveness of ARA in social, cognitive and affective areas have been reached. The relevant results revealed that a well-designed ARA is effective on increasing academic achievement and contributes to cognitive, affective and social learning by creating efficient environments. Therefore, it is recommended to use these applications more widely, which gives students the opportunity to teach more enjoyable lessons.

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