Exploring the Mechanisms for Implementing AR-based Learning Activities through the Lens of Motivational Design

Abstract

The application of Augmented Reality (AR) in science and its potential have been widely recognized. Research generally suggests that AR can enhance students' motivation in learning, though findings on whether AR improves academic performance remain inconsistent. This mixed methods quasi-experimental study, which examined the use of a developed AR-assisted learning app in science classrooms, confirmed the critical role that teachers play in implementing AR-enhanced inquiry activities. Additionally, the study analyzed teaching mechanisms for the effective use of AR-enabled learning, offering specific suggestions for AR instructional designers and teachers to effectively design and implement AR activities into teaching practices.