The Impact of Using Gamified Augmented Reality in Developing Learning Engagement and Quality of Learning Life among Tenth-Grade Physics Students

Abstract

The research aimed to examine the impact of gamified augmented reality (AR) on engagement in learning and the quality of educational life. The research sample included (90) tenth grade students distributed in three schools, and they were distributed into three groups of (30) students in each group, the first experimental group taught using gamified AR, the second experimental group taught using non- gamified AR, and the third is a control group taught in the usual way in the classroom, and each school included an independent group of research groups. A quasi-experimental design was adopted to study the impact of using motivational augmented reality on learning engagement and the quality of educational life. The researcher developed a learning engagement scale that included (24) statements distributed over (3) axes, namely: Behavioural Engagement, Cognitive Engagement, and Emotional Engagement. A quality of educational life scale was developed consisting of (36) statements distributed over (6) axes, namely: Autonomy, empowerment, personal development, positive relationships, meaningful life, and self-acceptance. The research experiment was applied for two consecutive weeks in the first semester of the academic year 2022/2023. The results showed the effectiveness of motivational AR in developing engagement in learning and quality of educational life compared to non- gamified AR as well as compared to regular classes. Keywords: gamified AR, gamification, engagement in learning, quality of educational life, physics course.