The Impact of Augmented Reality-Based-Affordances Instruction on Learners' Motivation in K-16 Classrooms: An Integrative Review

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dc.contributor.authorAljohani, Amal Hamdan A.en
dc.contributor.committeechairDoolittle, Peter E.en
dc.contributor.committeememberJohnson, Alicia Leinaalaen
dc.contributor.committeememberBond, Mark Aaronen
dc.contributor.committeememberHicks, Daviden
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2025-05-28T08:04:07Zen
dc.date.available2025-05-28T08:04:07Zen
dc.date.issued2025-05-27en
dc.description.abstractThis study examining the impact of AR-based instruction on the motivation and performance of learners predominantly in the K-16 age range, takes the form of an integrative literature review. Using appropriate inclusion and exclusion criteria, twenty-four research studies were selected that were of appropriate quality and methodology. These studies were critically reviewed and deeply analyzed the findings of these studies were examined and compared, and the findings were then used to answer the three research questions and discover the impact of AR applications in education related to motivation and performance. The study concludes that, with some reservations regarding course design and content, there are no barriers to the continuing introduction of educational AR application, since no negative impacts were reported.en
dc.description.abstractgeneralAugmented Reality (AR) is a technology that superimposes digital information onto the physical world in real-time, enhancing the user's perception of the environment. It is increasingly used in educational settings because it provides students with opportunities to interact with virtual worlds that incorporate educational content with the goal of engaging learners in all subjects. The articles here examine the impact of AR-based instruction on the motivation and performance of learners predominantly in the K-16 age range, since it is a challenge for educators to AR applications that motivate students to engage in difficult subjects, such as mathematics and the sciences. These twenty-four research studies were critically reviewed and analyzed. The findings of the studies were examined and compared, comparing the motivation and performance of the students either before and after the intervention using AR, or comparing the same issues in two groups of students, one group using book-learning and one group using the AR-based learning. Research featured in both articles indicated the importance in understanding how different motivational factors can affect students' motivation with or without AR use, and how an increased level of motivation can lead to increased engagement, which can lead to increased learning.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:43814en
dc.identifier.urihttps://hdl.handle.net/10919/134259en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectMotivationen
dc.subjectAugmented Realityen
dc.subjectARen
dc.subjectEducationen
dc.subjectK-16en
dc.subjectAffordancesen
dc.subjectInstructionen
dc.titleThe Impact of Augmented Reality-Based-Affordances Instruction on Learners' Motivation in K-16 Classrooms: An Integrative Reviewen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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