Impact Of Augmented Reality Research Articles

Augmented Reality (AR) Technology on Student Engagement: An Experimental Research Study

In this experimental research study, the impact of Augmented Reality (AR) technology on student engagement and learning outcomes in a high school setting was investigated. The study involved a sample of 100 students aged 14-16, who were randomly assigned to either an experimental group using AR technology or a control group following traditional teaching methods. Pre-tests and post-tests were utilized to measure baseline and final performance, and qualitative feedback was collected through surveys and interviews. Statistical analyses, including t-tests and ANOVA, were employed to compare the two groups. Initial results suggested positive perceptions of AR technology. However, the hypothesis that AR significantly enhanced engagement and learning outcomes was not supported.

The Future Pedagogical Landscape: The Impact of Augmented Reality on the Development of Education and Teaching Methods

Modern digitization processess allow the use of augmented reality technology for pedagogical purposes. The practice of this tool, given its novelty, will require additional reasoning. The purpose was to study the future pedagogical landscape through the prism of the use of augmented reality. Methods: a mixed research design was used, attracting 50 teachers of different educational institutions who agreed to participate in the discussion. The sample provided a diversity according to various parameters: age, years of teaching experience, teaching of academic disciplines. The inclusion criteria: current teaching faculty with experience using digital and augmented reality technologies. Data collection was carried out during the first semester of the 2023-2024 academic year. The use of mixed research methods, analysis of collected data, and the identification of the main factors that influenced the successful implementation of these technologies into the educational process, made a unique contribution to this issue understanding. The results confirmed that the use of augmented reality technologies had numerous advantages in the educational process. They created an interactive environment, attracting students' attention and making learning interesting. The findings of the questionnaire of pedagogical staff testified to the widespread use of these technologies, with 40% of teachers who continuously used them, and 30% who used them 2-3 times a week. The obtained data analysis indicated the positive perception of augmented reality in the educational process and a high level of teacher satisfaction from their use. The positive feedback from educators regarding the effective integration of AR suggests a potential shift in teaching paradigms. This implication underscores the need for ongoing research to delve deeper into the long-term impact of AR on student learning. The exploration of the scalability of AR implementations across diverse educational settings and subjects for future studies, could provide valuable insights into its broader applicability.

Impact of augmented reality on operational performance: the mediating role of process innovativeness

PurposeThe purpose of this paper is to investigate the relationships between augmented reality, process innovativeness and operational performance.Design/methodology/approachThis research is based on a quantitative approach using a questionnaire survey from a total of 117 firms in the automotive sector. The hypothesized relationships are tested using partial least square structural equation modeling (PLS-SEM).FindingsThis study demonstrates that augmented reality is positively associated with process innovativeness, and process innovativeness is positively related to operational performance. Furthermore, it is found that process innovativeness fully mediates the relationship between augmented reality and operational performance.Originality/valueAlthough augmented reality attracts great attention from academics and practitioners, the current literature lacks an empirical investigation on how augmented reality creates value for the business. Addressing this crucial gap, this research is the first attempt to empirically reveal the role of augmented reality in facilitating process innovativeness and also unearthing how augmented reality improves operational performance. Therefore, this study offers novel insights into the role of augmented reality in business and provides theoretical and managerial contributions.

Pedagogic Relevance of Integrating Augmented Reality in Saudi English Classrooms: A Systematic Review

Every day is a new experience as technology in general has become an integral part of every aspect of modern life. Today, the learning environment plays an important role in influencing learning outcomes, especially after the Covid-19 pandemic. Researchers and educators have begun to discuss and test the implications of these realities for education. Currently, researchers are busy exploring pedagogic relevance of two environments: virtual and augmented reality. The field of English language learning is no exception. The author of this study intended to study importance and impact of augmented reality (AR) in learning English. Teachers' perceptions and digital skills regarding the use of AR were also investigated. Twenty (20) related studies were reviewed for this study. Selection of the articles was made according to the objectives of the study. Latest studies were mainly included, however, quite a few old studies were considered due to utmost importance. The Findings of this study are in accordance with most of the papers considered for the systematic review which indicate that the use of AR applications can be effective if appropriately employed. Teachers' perceptions of AR were found to lead to the conclusion that it improves achievement and increases student motivation and interest. However, the teachers were not very familiar with the AR environment. These findings have implications for learners, teachers, curriculum designers, and administrators seeking to integrate AR into English language teaching and learning.

Impact of Augmented Reality on Pattern Designing Using Origami-Style among Clothing and Textile Students

Impact of Augmented Reality on Pattern Designing Using Origami-Style among Clothing and Textile Students

The Impact of Augmented Reality on Consumer Purchase Behaviour: A Descriptive Analysis

The Impact of Augmented Reality on Consumer Purchase Behaviour: A Descriptive Analysis

Investigating primary school students’ epistemic beliefs in augmented reality-based inquiry learning

ABSTRACT The impact of Augmented Reality (AR)-based science learning on cognitive development has been established, but the effect of AR on the improvement of students’ academic performance remains inconclusive. Additionally, while epistemic beliefs as a significant determinant on student learning outcomes is well-documented, there is little research in AR-supported science learning exploring the effectiveness of AR activities on students’ epistemic beliefs. This mixed-methods study investigates the relationship between students’ engagement in an AR-based inquiry learning environment and their epistemic beliefs. It aims to examine if students’ engagement in AR activities has an impact on their epistemic beliefs and academic performance, as well as which aspects of students’ epistemic beliefs may be affected by the designed activities. 159 fifth-grade students participated in the AR activities for two months. The findings revealed that students’ academic performance improved significantly, evidenced in the pre- and post-tests. While students’ perceived engagement did not significantly affect their academic performance, students’ perceived engagement in the activities did influence their epistemic beliefs, particularly in the dimension of justification of knowledge in science. The study identified features of learners’ interactions in the AR learning environment and these findings provide insights into potential areas for improvement in AR-based science learning.

Exploring the Benefits and Drawbacks of AR and VR Technologies for Learners of Mathematics: Recent Developments

Despite the growing interest in the field, the overall impact of augmented reality (AR) and virtual reality (VR) on mathematics learning remains unclear, with previous studies reporting mixed results. Moreover, to date, no systematic review has evaluated the potential of AR/VR in mathematics education, including its benefits and drawbacks for learners. To address this gap, the present systematic literature review aims to identify research trends, determine characteristics and methodologies, and explore the potential benefits and drawbacks of AR/VR technologies in mathematics learning based on existing empirical studies. In accordance with the PRISMA guidelines, we analyzed 59 peer-reviewed journal articles published in English that focused on AR/VR implementation in mathematics education. The review determined that geometry was the most widely studied topic of mathematics, with several studies focusing on the use of AR/VR to assist students with learning disabilities. The present review offers evidence for the potential of AR/VR potential in consolidating learners’ socio-emotional, cognitive/meta-cognitive, and pedagogical development in mathematics learning. Nevertheless, a few issues, including technological glitches, cost, start-up effort, health issues, and unfamiliarity with AR/VR, pose challenges to the successful application of AR/VR in the classroom. This systematic review contributes to the existing body of knowledge in the field and recommends avenues for future research.

أثر تقنية الواقع المعزز في التحصيل الدراسي وفي التفكير البصري لطالبات الصف الثالث الأساسي لمادة العلوم في لواء القويسمة / عمّان

This quasi-experimental study aimed at investigating the effect of augmented reality on academic achievement and visual thinking of third-graders in science subject at Qweismeh District / Amman. Two reliable and valid tests were used to assess third graders academic achievement and visual thinking in science at Alhasad Altarbawi school during the second semester 20219-2020. A purposeful sample of (57) students was distributed over experimental group (N=28) that learned by using visual reality technique and control group (N=29) which was learned by the ordinary technique. The results revealed that there were statistically significant differences (α = 0.05) in both academic achievement and visual thinking in favor of experimental group students who had learned with augmented reality. The study recommended the importance of investigating the effectiveness of augmented reality on developing critical thinking skills, reflective thinking and scientific thinking, as well as the need for training on how to implement augmented reality in teaching-learning process. هدفت الدراسة إلى استقصاء أثر تقنية الواقع المعزز في التحصيل الدراسي وفي التفكير البصري لطالبات الصف الثالث الأساسي لمادة العلوم في لواء القويسمة/ عمان، ولتحقيق أهداف الدراسة تم اعتماد المنهج شبه التجريبي، وتم تطبيق تقنية الواقع المعزز وإعداد اختبارين أحدهما لقياس التحصيل الدراسي لمادة العلوم والآخر لقياس التفكير البصري، وتكون كل منهما من (20) فقرة اختيار من متُعدد، تم التأكد من صدقهما وثباتهما، وتكونت عينة الدراسة من (57) طالبة تم اختيارهن بالطريقة القصدية من طالبات الصف الثالث في مدارس الحصاد التربوي للفصل الدراسي الثاني 2019/2020 توزعت في مجموعتين إحداهما تجريبية تكونت من (28) طالبة تعلمت بتقنية الواقع المعزز، والثانية ضابطة تكونت من (29) طالبة تعلمت بالطريقة المعتادة، أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية (0.05= α) في التحصيل الدراسي وفي التفكير البصري ولصالح طالبات المجموعة التجريبية اللواتي تعلمن بتقنية الواقع المعزز. وخلصت الدراسة إلى عدة توصيات منها: استقصاء فاعلية تكنولوجيا الواقع المعزز في تنمية مهارات التفكير الناقد، والتفكير التأملي، والتفكير العلمي. وعقد دورات تدريبية للمعلمين حول كيفية استخدام تقنية الواقع المعزز في العملية التعليمية التعلمية.

Impact of augmented reality on sports performance of disabled

Physical inactivity is a major 21st century public health problem for people with disabilities. The practice of sport in an augmented reality environment appears to be an interesting alternative to promote physical practice for people with disabilities. In this article, our research study will be based on the one hand on the impact and the capacity to increase motivation in rehabilitation by augmented reality (AR) with this population and on the other hand on the degree of acceptability of physical activity (PA) using avatars modeled in three dimensions (3D).

The Impact of Augmented Reality (AR) on Vocabulary Acquisition and Student Motivation

Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students.

Impact of Augmented Reality on Consumers' Behavioral Intention to Use Mobile Apps in Retail

Impact of Augmented Reality on Consumers' Behavioral Intention to Use Mobile Apps in Retail

The impact of augmented reality on behavioural intention and E-WOM

The impact of augmented reality on behavioural intention and E-WOM

The impact of augmented reality on behavioural intention and E-WOM

The impact of augmented reality on behavioural intention and E-WOM

The Impact of Augmented Reality on the Learning Abilities of Primary and Secondary Students at the Cognitive and Affective levels: A Meta-analysis

Objective - The present study investigates the impact of augmented reality (AR) on the learning abilities of primary and secondary students at the cognitive and affective levels. Methodology/Technique - The data of 59 relevant domestic and international studies between 2010 and 2021, including 83 studies and 4123 samples, were analyzed through CMA for meta-analysis. Finding - The overall effect size of AR technology on the teaching effectiveness of primary and secondary school students was 0.598, which had a positive contribution. The impact of AR technology on primary and secondary school students was stronger at the affective levels than at the cognitive levels. Novelty - In the process of learning with AR-assisted resources for primary and secondary school students, the school levels, teaching methods, and resource types did not differ significantly, and the differences in teaching outcomes were manifested in the different subject content. Type of Paper - Empirical Keywords: Augmented reality (AR); Learning effects; Meta-analysis; Primary and Secondary students; Cognitive; Affective. JEL Classification: I21, I26. Reference to this paper should be referred to as follows: Shen, Q; Tsai, P. (2022). The Impact of Augmented Reality on the Learning Abilities of Primary and Secondary Students at the Cognitive and Affective levels: A Meta-analysis, GATR-Global J. Bus. Soc. Sci. Review, 10(4), 220–228. https://doi.org/10.35609/gjbssr.2022.10.4(1)

The Impact of Augmented Reality（AR）on Primary and Secondary Students' Learning Effects: A Meta-analysis

Research on the application of augmented reality (AR) technology to teaching and learning activities in primary and secondary schools has been increasing in recent years, both domestically and internationally, but numerous studies are mixed on the pedagogical effectiveness of AR technology applied to primary and secondary school curricula. The study searched and screened 59 relevant domestic and international literatures between 2010 and 2021, and finally included data from 83 studies, including a total of 4123 samples. The results found that (1) the overall effect size of AR technology on the teaching effectiveness of primary and secondary school students was 0.598, which had a positive contribution; (2) the level of impact of AR technology on the affective level of primary and secondary school students was higher than the level of impact on the cognitive level; (3) in the process of learning with AR-assisted resources for primary and secondary school students, different school levels, teaching methods ,and resource types did not produce significant differences, and the differences in teaching outcomes are only manifested in the different subject content. Keywords: Augmented Reality (AR); Learning Effects; Meta-analysis; Primary and Secondary.

Meta-analysis of augmented reality marketing

PurposeAmidst the ambiguity about the impact of augmented reality (AR) attributes on hedonic or utilitarian values, the present study aims to understand what AR attributes create hedonic and utilitarian values and how their interaction determines consumers' behavioral intention.Design/methodology/approachThe study synthesizes the results of 19 quantitative studies on AR marketing by using the meta-analysis technique.FindingsThe findings reveal that interactivity and augmentation are salient AR attributes that offer users both hedonic and utilitarian values. They are instrumental in fostering users' behavioral intention. However, interactivity does not have any direct influence on the behavioral intentions.Originality/valueBeing one of the first meta-analyses on AR marketing; theoretically, it synthesizes the statistical data of the state of art literature on AR marketing. The results of the study would allow AR practitioners to decide on their AR marketing related activities in a better way.

It's all part of the customer journey: The impact of augmented reality, chatbots, and social media on the body image and self‐esteem of Generation Z female consumers

AbstractResearch is needed to identify novel ways to influence Generation Z female consumers' behavior when they interact with various technologies. This study investigates how experiences of using augmented reality, artificial intelligence‐enabled chatbots, and social media when interacting with beauty brands affect body image, self‐esteem, and purchase behavior among female consumers in Generation Z. Through three studies, we propose and test a model drawing on social comparison theory. In Study 1, a survey was completed by Generation Z women (n = 1118). In Study 2 and Study 3, two laboratory experiments were conducted with Generation Z women in Malaysia (n = 250 and n = 200). We show that (1) Generation Z women's perceived augmentation positively affects their body image, self‐esteem, and actual purchase behavior; (2) although trust in social media celebrities positively affects Generation Z women's body image and self‐esteem, the addictive use of social media does not have significant effects; (3) the chatbot support type (assistant vs. friend) has a significant impact on these women's experience; and (4) brand attachment, reputation, and awareness do not have significant effects. This article provides important implications for theory and practice on the behavior of Generation Z females when interacting with various technologies.

The Impact of Augmented Reality (AR) Books on the Reading Engagement and Comprehension of Child Readers.

Augmented Reality (AR) books offer new opportunities for interaction and engagement, and additional features provide potential to support children’s reading comprehension, yet there is currently very little research in this area. This project aims to capture and understand children’s (aged 7-10) experiences with AR books, specifically focusing on whether there are benefits to reading engagement and comprehension. A particular focus will be on understanding whether, to what extent, and how, AR books have potential to support and engage struggling readers. This poster describes the protocol for study 1 of the project (pre-registration here https://osf.io/9q678)
 Opportunity sampling will be used to recruit up to four primary school teachers and 30 children (aged 7-10) from 3-4 classrooms from 1-2 Scottish primary schools. Twelve groups of students from different year groups (with 1-3 children in each group) will be observed participating in an AR reading session. Students will be observed interacting naturally with the AR book (printed book, with tablet affording AR features), with the support of an adult (if required) and will be audio recorded and observed during this time. During the observation written (anonymized) notes will also be made in relation to key points (e.g., usability, enjoyment, engagement, discussion etc).
 Following this, children will be interviewed by the researcher and asked about their engagement and comprehension of the AR book and their perceptions of the similarities and differences (positive and negative) between AR books and traditional print books. In addition, all class teachers (n = ~4) will be interviewed to explore their perceptions of AR books in terms of supporting reading engagement and comprehension and their perceptions regarding usability of AR books in the classroom.
 Thematic analysis will be used to identify and report themes related to child readers interaction, experiences and perceptions (engagement and comprehension) of AR books, and teachers’ perceptions of AR books. The six phases outlined in Braun & Clarke (2006) will be applied.
 Pre-registration has been used for this project as it facilitates a shared understanding of my project, as a PhD researcher, with my supervisors and the wider research community. It ensures I clearly articulate my research questions and related methods prior to conducting the research. Furthermore, it prompts me to consider credibility strategies prior to starting data collection or analysis. Finally, it provides readers with an opportunity to learn about my research at any early stage and understand how research evolves across the different phases.

Digitizing Product Dissection: A Case Study on Augmented Reality and Animation in Engineering Education

Abstract The global pandemic of 2020 caused a paradigm shift in engineering education. In a matter of weeks, and sometimes days, faculty members across the world had to move their hands-on engineering courses to an online environment. During this shift, educators relied on technology more so than ever to improve student design learning without an empirically understanding of the impact of this shift on students' cognition and understanding. The current study was developed to determine the cognitive underpinnings of such shifts by exploring the impact of Augmented Reality (AR) and animation impact engineering student learning, cognitive load, and recall during a virtual product dissection educational activity. This was achieved through a full factorial experiment with 117 first-year engineering students where students were divided into one of four conditions: baseline of virtual dissection; virtual dissection + animation, AR dissection, and AR dissection + animation. The results of the study show that students in the virtual dissection + animation showed an increased understanding of the product over the three other conditions. In addition, participant cognitive load and recall in the AR condition were not significantly different than in a non-AR virtual environment. The results are used to provide recommendations on how technology can be utilized in a virtual classroom environment, providing crucial insight into the steps needed to virtualize engineering education during the pandemic as well as future steps toward possible education reform.