Abstract

Augmented reality (AR) is a promising learning tool that has the potential to improve learning experiences in unique ways. While AR has been extensively studied in terms of learning outcomes, relatively little has been researched about the qualitative aspect of the learner experience and how that may inform better instruction. This multi-article, journal-ready dissertation addresses this gap. The first article is a review of the literature on what researchers have learned about AR in learning, systematically identifying six areas that appear salient yet underrepresented in the literature. The second article expands further upon this theme by conducting a qualitative study of learners' experience using AR in a sequence of instruction. This study identified several themes that aligned with those of the literature review and also uncovered some different and interesting aspects that had not been emphasized. The third article is a practitioner guide that recommends design and implementation practices for instructional designers and others based on the first and second articles. Spanning all three articles is an emphasis on the engaging nature of AR in education and how to further enhance this benefit to facilitate learning.

Degree

PhD

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2024-12-11

Document Type

Dissertation

Handle

http://hdl.lib.byu.edu/1877/etd13503

Keywords

augmented reality, instructional design, learner experience, educational technology, engagement

Language

english

Included in

Education Commons

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