Effect of Interactive Learning Environments on Learning Outcomes in Science Education: A Network Meta-Analysis
Adem Koç, Sedat Kanadlı
Abstract
Abstract This study used network meta-analysis to investigate the impact of the use of interactive learning environments (ILE) tools (augmented reality (AR), virtual reality (VR), mixed reality (MIX), and interactive digital games (GAME)) in science education on learning outcomes. A total of 53 primary studies were retrieved from the literature according to the inclusion/exclusion criteria. According to this, MIX demonstrated the largest effect size compared to conventional teaching (CON) for both cognitive and affective outcomes. AR exhibited a larger effect size than VR for affective outcomes but did not differ significantly from VR or GAME for cognitive outcomes. GAME outperformed CON for cognitive outcomes but did not differ significantly from VR or GAME for either outcome. VR’s effect size on cognitive outcomes was not significantly different from CON but was significantly higher for affective outcomes. Indirect comparisons revealed no significant differences between MIX and the other ILE formats for either outcome. Network analysis ranked AR as the most effective format for both cognitive and affective outcomes. These findings highlight the potential of ILEs, particularly AR, for enhancing learning outcomes. Limitations of the study include the lack of direct comparisons for MIX, high heterogeneity, and publication bias in some binary comparisons. More primary studies are needed to address these limitations and increase the generalizability of the findings.