Abstract Augmented Reality (AR) is gaining popularity in educational processes due to its recognized efficacy for teaching and learning. Many studies have identified the trends, advantages, opportunities, challenges, and impact of this technology on education. However, most of the previous studies failed to analyze the pedagogical approaches, somehow ignoring that the success of an intervention depends not only on the technical characteristics of the technology but also on the pedagogical strategies to implement them. This study presents a quantitative meta-analysis of 46 empirical studies to identify, in the light of the learning theories, how pedagogical approaches affect the impact of AR on education. In addition, we analyzed the impact of moderating variables on students' learning outcomes in AR interventions. The results indicate that the highest impact was obtained when interventions employed the collaborative pedagogical approach. Based on the findings of this study, we provide insights for researchers and practitioners on what characteristics of AR interventions seem to benefit students’ learning outcomes and how pedagogical approaches can be applied in various educational contexts, to guide the design of future AR interventions.

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教学方法如何影响增强现实对教育的影响？元分析和研究综合

摘要 增强现实 (AR) 由于其公认的教学和学习效果而在教育过程中越来越受欢迎。许多研究已经确定了这项技术对教育的趋势、优势、机遇、挑战和影响。然而，大多数先前的研究未能分析教学方法，不知何故忽略了干预的成功不仅取决于技术的技术特征，还取决于实施它们的教学策略。本研究对 46 项实证研究进行了定量元分析，以根据学习理论确定教学方法如何影响 AR 对教育的影响。此外，我们分析了调节变量对 AR 干预中学生学习成果的影响。结果表明，当干预措施采用协作教学方法时，获得的影响最大。基于这项研究的结果，我们为研究人员和从业者提供了关于 AR 干预的哪些特征似乎有利于学生的学习成果以及教学方法如何应用于各种教育环境的见解，以指导未来 AR 干预的设计。