A meta-analytic review on incorporating virtual and augmented reality in museum learning

Virtual reality (VR) and augmented reality (AR) have been increasingly used to support museum learning by creating engaging and appealing learning experiences. However, there is a lack of meta-analytic reviews of empirical studies in this field. This study reviewed 51 relevant studies to investigate (a) the situations in which AR and VR have been applied in museum learning (RQ1) and (b) how AR and VR are incorporated in museum learning (RQ2), and conducted a meta -analysis of 17 studies to examine the effects of these technologies on learning achievement (RQ3). The results reveal that AR and VR have been mostly used in science, arts, and history museums to support the learning of science and art with a focus on conceptual knowledge. Second, they were often used to superimpose supplementary materials onto physical exhibits, dynamically visualize complex phenomena or concepts, and simulate virtual exhibition and narrative scenarios. Mobile devices were more commonly used than head-mounted displays (HMDs) and others. Third, AR and VR have significant positive effects on academic achievement (ES = 0.45) and perceptions (ES = 0.59) in museum learning. A number of suggestions for future research arose from this review.

Automated summary

Virtual reality (VR) and augmented reality (AR) are increasingly used in museum learning to create engaging experiences. This study reviewed 51 relevant studies and conducted a meta-analysis of 17 studies to investigate the applications and effects of AR and VR in museum learning. The results showed that these technologies are mainly used in science, arts, and history museums to support conceptual knowledge learning. They are utilized to superimpose materials on physical exhibits, visualize complex phenomena, and simulate virtual exhibitions. The study also found that AR and VR have significant positive effects on learning achievement and perceptions in museum learning.