Investigating the impact of augmented reality-integrated project-based learning on university students’ creative innovation, computational thinking, and academic resilience

Abstract

The development of digital technology has driven a transformation in learning approaches in higher education to support the strengthening of 21st-century skills among students. This study aims to analyze the influence of Augmented Reality-Integrated Project-Based Learning on students’ creative innovation, computational thinking, and academic resilience. The research used a quantitative approach with a quasi-experimental design. The sample consisted of sixth-semester students from a teacher education program, selected using purposive sampling. Data were collected through tests, questionnaires, and documentation of student project outcomes. Data analysis techniques used were Multivariate Analysis of Variance and univariate Analysis of Variance to examine the influence of the learning model on each dependent variable. The results showed that the Augmented Reality-Integrated Project-Based Learning model had a significant effect on the combined three abilities, with the greatest contribution to improving academic resilience, followed by creative innovation and computational thinking. The conclusion of this study is that Augmented Reality-Integrated Project-Based Learning is effective in strengthening students’ higher-order thinking skills, creativity, and academic resilience in facing the challenges of 21st-century learning.