How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis
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Positive results from AR applications can be attributed to variables such as pedagogical approach, learning environment, and duration of intervention.
“Garzón and Acevedo (2019) and Garzón et al. (2020) reported that the positive results from the integration of AR applications could be attributed to the existence of different variables which could influence AR interventions (e.g., pedagogical approach, learning environment, and duration of the intervention).”
From Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2023) · cites this paper as Garzón et al., 2020
Pedagogical resources used to complement lectures and pedagogical approaches applied are crucial to effective integration of AR on students' learning gains.
“Garzón et al. (2020) suggested that the pedagogical resources that teachers used to complement their lectures and the pedagogical approaches they applied were crucial to the effective integration of AR on students’ learning gains.”
From Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2023) · cites this paper as Garzón et al., 2020
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Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023) · Education and Information Technologies · doi:10.1007/s10639-022-11431-8 · Cited by 816 · see citing works
“Additionally, Garzón et al. (2020) suggested that the pedagogical resources that teachers used to complement their lectures and the pedagogical approaches they applied were crucial to the effective integration of AR on students’ learning gains.”
BackgroundInfluentialStudents as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science
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Using Augmented Reality Toward Improving Social Skills: Scoping Review
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Wang, X.-M., Wang, J.-L., Xu, S.-Y., & Xu, S.-J. (2025) · International Journal of STEM Education · doi:10.1186/s40594-025-00554-2 · Cited by 14 · see citing works
“In this study, with reference to the categorization of pedagogical approach in previous studies (Garzón et al., 2020; Wang et al., 2024) and in conjunction with the inclusion of studies in this meta-analysis (Disch et al., 2023; Olgun, 2008; Safdar et al., 2012), pedagogical approach is categorized…”
- Authors
- Garzón, J., Kinshuk, Baldiris, S., Gutiérrez, J., & Pavón, J.
- Affiliations
- Universidad Complutense de Madrid (ES)
- Universidad Internacional de La Rioja (ES)
- Corresponding author
- Garzón, Juan
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2020-11
- Volume
- 31
- Pages
- 100334
- ISSN
- 1747-938X (ISSN-L)
- OpenAlex
- W3030462996
- Cited by
- 291
- References
- 20
- Citations by year
- 2026: 26 · 2025: 51 · 2024: 67 · 2023: 58 · 2022: 50 · 2021: 31 · 2020: 8
- FWCI
- 3.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Research Review (publishedVersion)
- Re-Unir (International University of La Rioja) (submittedVersion)
- Funders
- Universidad Católica de Oriente - Colombia (201823)
- Topics
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Physical Sciences › Computer Science › Information Systems › Multimedia Learning Systems
- Keywords
- augmented reality, teaching methods, learning outcomes, cooperative learning, learning theory, educational technology, moderators
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