The Effectiveness of AR Technology in Chemistry Education: A Meta-Analysis Based on 14 Chinese Studies

Abstract

Augmented reality (AR) technology, with its
multidimensional visualization and interactive features,
offers innovative solutions for presenting abstract
concepts in chemistry education. This study conducted a
meta-analysis to systematically evaluate the effectiveness
of AR technology in chemistry education in China,
incorporating 14 empirical studies. The results indicate
that AR technology has a significant, moderate positive
effect on chemistry learning outcomes (g = 0.502, 95% CI
[0.348, 0.656]). Further analysis revealed that educational
level was the only variable with a significant moderating
effect, while the remaining variables did not show
significant heterogeneity.