Augmented Reality-Based Learning: The Efficacy on Learner‘s Motivation and Reflective Thinking

Abstract

This paper describes a new experiment in the context of the Palestinian higher education based on Augmented Reality (AR) technology. The main objective is to investigate the efficacy of AR-based learning on motivation and reflective thinking, which are important measures of students’ learning and achievement. The experiment was carried out on a sample of 24 students enrolled in digital communication course in their third and fourth years at telecommunication engineering department of An Najah National University. The sample was selected using purposive sampling method. Except for confidence dimension, results indicate a positive effect of integrating AR technology in teaching and learning on all dimensions of motivation (attention, relevance, satisfaction, and volition) between experiment and control groups. Similarly, AR-based learning has a positive effect on all dimensions of the reflective thinking scale between the experiment and control groups except for the reflection dimension. Furthermore, results indicate no significant differences between the experiment and control groups due to gender in favor of the experiment group. In contrast, there were significant differences between pre-test and post-test on motivation and reflective thinking scales and their dimensions in favor of the post-test. However, the research was limited by the small sample size and the novelty of the AR technology, which requires the instructors and students to be familiar with this emerging technology.