Abstract
Research on Augmented Reality (AR) in education has demonstrated that AR applications designed with diverse components boost student motivation in educational settings. However, most of the research conducted to date, does not define exactly what those components are and how these components positively affect student motivation. This study, therefore, attempts to identify some of the components that positively affect student motivation in mobile AR learning experiences to contribute to the design and development of motivational AR learning experiences for the Vocational Education and Training (VET) level of education. To identify these components, a research model constructed from the literature was empirically validated with data obtained from two sources: 35 students from four VET institutes interacting with an AR application for learning for a period of 20 days, and a self-report measure obtained from the Instructional Materials Motivation Survey (IMMS). We found that the following variables: use of scaffolding, real-time feedback, degree of success, time on-task and learning outcomes are positively correlated with the four dimensions of the ARCS model of motivation: Attention, Relevance, Confidence, and Satisfaction. Implications of these results are also described.
Highlights
Augmented Reality (AR) is rapidly evolving (Kim et al, 2016) as is research on AR in education (Santos et al, 2014; Saidin et al, 2015)
The increasing interest in using AR in education has led to the creation of AR learning experiences (ARLEs), i.e., learning experiences supported by AR (Santos et al, 2014) and many ARLEs have been created for almost all levels of education from early childhood education through to higher education
In this paper we focused on mobile ARLEs and the research questions that drive this study are: (1) Which are the components of mobile AR applications that positively affect student motivation?
Summary
Augmented Reality (AR) is rapidly evolving (Kim et al, 2016) as is research on AR in education (Santos et al, 2014; Saidin et al, 2015). This study aims to provide some insights into the components of AR applications that increase student motivation to contribute to the design and development of AR applications that effectively increase motivation (that we call motivational mobile ARLEs). We focus on this educational level to identify which are the components of a mobile AR application that might positively affect student motivation. The contributions of this study are twofold: first, this study identifies some components of mobile AR applications that might positively affect student motivation in the VET level of education and second, this study presents the implications of these components and their associated variables on the design and development of motivational ARLEs. This paper is organized as follows. The variables considered in this study do not come only from the UDL framework, the UDL framework is an important theoretical foundation that might provide us with insights into how some variables might have a positive effect on student motivation as one of the main aspects of expert learning
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