Augmented reality technology in language learning: A meta-analysis

Abstract

Recently, augmented reality (AR) technologies have been widely used in language learning. Although many studies have identified the multiple benefits and affordances of AR technology in language learning, very few meta-analyses have been conducted on AR in this field to understand its effectiveness in language learning. To this end, this meta-analysis included 35 articles with 2171 participants published between 2010 and 2023. Based on the PICO framework (population, intervention, comparison, and outcomes), linguistic gains and affective gains are taken as outcome variables to investigate the application effects of AR on students’ language learning performance as well as the effects of educational levels, types of AR display devices, specific language skills, intervention duration, and other moderating variables. The results show that AR has the potential to enhance linguistic gains (Hedges’ g = 0.734, CI [0.537-0.932], p < 0.001) and that AR-based learning material is beneficial for increasing affective gains, such as motivation, attitudes and self-efficacy (Hedges’ g = 0.692, CI [0.491,0.893], p < 0.001). The research indicates that AR technology has great potential to improve language learning and provides suggestions for further research and practice on the use of AR-assisted language learning.