Impact of Augmented Reality Instructional Design on Academic Engagement Academic Article in Scopus uri icon

abstract

  • The pursuit of quality education is a key goal among the Sustainable Development Goals (SDGs), where the use of information and communication technologies (ICT) plays a crucial role, particularly immersive technologies. Augmented Reality (AR) has been acknowledged for its potential to enhance the educational process across various levels. However, it has been noted that most previous research focused on the deployment of AR without detailed pedagogical planning. Therefore, this study aims to determine if there are significant differences in academic engagement between a technological instructional design (TID) approach integrating AR and its ad hoc use in the classroom. Employing a mixed methodology with a quantitative emphasis and a longitudinal design, the behavior of 86 high school biology students was analyzed. Findings indicate significant differences (p < 0.05) in digital academic engagement between the control and experimental groups, concluding that systematic integration of AR into instructional design fosters greater student commitment. The following is highlighted as a conclusion: AR is touted as a pedagogical breakthrough, enabling interaction with previously inaccessible elements, thus enhancing experiential learning. Effective integration of Augmented Reality (AR) into instructional design has proven to be a catalyst for technological academic engagement. The accessibility of AR, bolstered by the ubiquity of smartphones, holds promise for democratizing quality education. Our study found that AR¿s compatibility with mobile devices facilitates broader educational engagement, offering innovative learning tools to a diverse student population. © 2024 Copyright held by the owner/author(s).

publication date

  • December 6, 2024