Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach

Abstract

This study aimed to address the deficiency in quantitative research by investigating the effects of an augmented reality (AR)-based learning by design approach on inclusive education. A quasi-experiment was executed by recruiting 128 pre-service teachers. The samples were divided into two groups: the experimental group underwent AR-based learning by design training, while the control group received mobile-based learning by design training. Results indicated significant enhancements in learning performance and perceptions (i.e., higher-order thinking efficacy, attitudes, and perceived support) within the experimental group. This study enhanced the understanding of inclusive education implementation by integrating AR technology and learning by design approach.