{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,6]],"date-time":"2026-05-06T23:52:12Z","timestamp":1778111532704,"version":"3.51.4"},"reference-count":59,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T00:00:00Z","timestamp":1764633600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T00:00:00Z","timestamp":1764633600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Educational technology holds considerable importance in contemporary education as it enhances instructional techniques, elevates learning achievements and promotes sustainability. Augmented Reality (AR) is a technology that superimposes virtual objects onto the real\u2010world environment in real\u2010time.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>The aim of the present meta\u2010analysis is to investigate the collective effect of AR on STEM disciplines, as prior studies have primarily concentrated on science subjects and general educational themes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The researchers conducted a literature search using three databases, namely Web of Science, ScienceDirect and Scopus, following the PRISMA protocol. This process yielded a total of 22 studies and involved 2215 participants. The researchers utilised standardised mean differences (SMD) along with 95% confidence intervals in conjunction with R software packages to calculate the effect size.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The findings reveal significant large effects of AR on academic achievement in STEM courses (ES\u2009=\u20091.19, 95% CI [0.75, 1.63],\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u20090.001), as well as significant moderate effects on thinking skills (ES\u2009=\u20090.73, 95% CI [0.36, 1.11],\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u20090.001) and learning motivation (ES\u2009=\u20090.75, 95% CI [0.28, 1.23],\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u20090.01). Subgroup analysis indicates that no significant differences based on education level or gender was observed.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>A noteworthy implication is that investigating this effect has the potential to significantly enhance academic achievements, particularly within the STEM disciplines.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70164","type":"journal-article","created":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T08:22:10Z","timestamp":1764663730000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Augmented Reality in Science, Technology, Engineering and Mathematics Education: A 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