Using AR did not produce a statistically significant difference in primary students' academic performance¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the quasi-experiment, there was no statistically significant difference in students' academic performance when AR was used. → Wen 2023

Evidence¶

Wen 2023¶

Wen, Y., Wu, L., He, S., Ng, N. H.-E., Teo, B. C., Looi, C. K., & Cai, Y. (2023). Integrating augmented reality into inquiry-based learning approach in primary science classrooms. Education Tech Research Dev, 71, 1631–1651. https://doi.org/10.1007/s11423-023-10235-y

q3 · i? · causal · r?

Quasi-experimental study with 117 primary 5 students across three conditions (AR and QIMS; QIMS; Non-AR and Non-QIMS). The article reports "no statistically significant difference in students’ academic performance when AR was used"; equivalence was not tested.

"The quantitative results showed that although there was no statistically significant difference in students’ academic performance when AR was used, students’ self-directed learning and creative thinking skills increased significantly after partaking in the QIMS inquiry-based lessons."

Discussion¶

Related Claims¶

• In the grade 12 quasi-experimental evaluation, there was no statistically significant difference in achievement between ERWC and comparison students for either the Non-PT ICA or the PT ICA sample — related
• Technology effects on TEFL outcomes trend upward across educational levels (primary g = 0.29, secondary g = 0.35, tertiary g = 0.44), though between-level differences are not statistically significant — related
• Using AR together with QIMS significantly increased students' critical thinking and knowledge creation efficacy skills — related
• Integrating QIMS and AR proved more beneficial to low-progress students in terms of academic outcomes — related