Augmented Reality Technology in Language Learning: A Meta-Analysis of Experimental Studies (2015–2025)
Keywords:
augmented reality; language learning; meta-analysis; technology; technology-enhanced language learningAbstract
This meta-analysis systematically evaluated experimental and quasi-experimental research examining the impact of augmented reality (AR) technology on language learning between 2015 and 2025. In this study, journal articles were searched in three electronic databases: Web of Science Core Collection, Scopus, and ERIC. The 47 studies included in the meta-analysis and an effect size of 83 involving 2450 participants showed that AR-assisted language teaching had an overall high level of impact (g = 1.227). This finding indicates that AR applications significantly support the development of language skills. Moderator analysis revealed that language type (L1/L2), target language, and intervention duration significantly affected the effect sizes. AR was found to have stronger results in second language (L2) learning and increased the effectiveness of long-term interventions. On the other hand, no significant difference was found in moderators of different education levels and the type of device used (mobile/computer). The results obtained show that AR improves learner performance by providing interactive, contextual, and multisensory learning experiences in language teaching. Therefore, it can be stated that AR-supported activities have more pedagogical potential, especially in foreign language teaching and long-term instructional designs.
https://doi.org/10.26803/ijlter.25.3.21
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