Page 1 of 5
Advances in Social Sciences Research Journal – Vol. 10, No. 11
Publication Date: November 25, 2023
DOI:10.14738/assrj.1011.15758.
Alqahtani, E. (2023). Augmented Reality Facilitates Teachers ‘Teaching and Students' Learning in Higher Education. Advances in
Social Sciences Research Journal, 10(11). 86-90.
Services for Science and Education – United Kingdom
Augmented Reality Facilitates Teachers ‘Teaching and Students'
Learning in Higher Education
Alqahtani, Ebtisam
University of Glasgow, at Glasgow, United Kingdom
ABSTRACT
Teaching and learning activities swiftly transitioned to remote modes as an urgent
response to the situation crisis, of the COVID-19 pandemic. The reliance on
advanced technology to facilitate teaching and learning has become increasingly
vital, making it important to understand the perspectives of academic staff
regarding Augmented Reality (AR) as one of the advanced technologies that could
address these needs. This paper aims to explore the viewpoints of academic staff
regarding the use of AR facilities in higher education. To achieve this goal, a
quantitative research approach was employed. The research methodology involved
administering a questionnaire to gather responses from academic staff
experiencing health restrictions due to the ongoing pandemic. The questionnaire
used in this study was the Instructional Survey, a research tool specifically designed
to elicit insights into the perspectives and opinions of academic professionals. the
questionnaire was distributed to academic staff members across various faculties
at five universities in Saudi Arabia, the response was from 851 academic staff. The
study's findings show a consensus among academic staff members, indicating that
they agree on the potential of AR to enhance teaching and learning activities. This
alignment of perspectives underscores the significance of AR in the context of
higher education. his research provides valuable insights into the perspectives of
academic staff during a time of crisis and their recognition of AR as a valuable tool
for teaching and learning. Additionally, the study identifies areas of interest for
future research, suggesting potential avenues for further exploration and
investigation.
Keywords: Augmented Reality, Higher Education, Teaching Practice, Student Learning,
Crisis time
INTRODUCTION
The integration of technology as a pedagogical tool in traditional education settings has
witnessed a remarkable surge in recent years. In this context, the incorporation of Augmented
Reality (AR) technology into the educational landscape emerges as a promising avenue for
substantially augmenting the learning and teaching experience. AR's innovative capabilities
extend far beyond the constraints of traditional face-to-face instruction, rendering it an
invaluable asset for tackling abstract subjects and facilitating understanding. Furthermore, AR
technology assumes a pivotal role when direct observation or hands-on laboratory experiences
are impractical or unattainable, a notion underscored by Yilmaz (2021). Building upon this
foundation, Gurevych and colleagues (2021) argue that AR technology harbours the
transformative potential to revolutionize the educational process, ushering in unprecedented
Page 2 of 5
87
Alqahtani, E. (2023). Augmented Reality Facilitates Teachers ‘Teaching and Students' Learning in Higher Education. Advances in Social Sciences
Research Journal, 10(11). 86-90.
URL: http://dx.doi.org/10.14738/assrj.1011.15758
opportunities for applying knowledge in both the humanities and sciences. The overarching
objective of this study is to delve into the facilitation of AR technology's role as a pedagogical
tool within higher education, unravelling its potential to reshape the teaching and learning
landscape.
RELEVANT LITERATURE
Previous studies consistently highlight the substantial benefits of integrating AR as pedological
tool applications within higher education, underscoring its potential to enrich teaching and
learning experiences. For example, Rizov and Rizova (2015), Yilmaz (2021), and Gurevych et al.
suggest that AR technology can significantly enhance teaching practices. Rizov and Rizova
(2015) stress how the use of AR technology for academic purposes can profoundly enhance
students' grasp of complex subjects. This idea is further supported by Barrow et al. (2019), who
specifically emphasize the positive impact of AR technology in life science education, noting its
potential to improve students' comprehension.
Diao and Shih (2019) shed light on another compelling aspect of AR's utility in academia by
highlighting its role in bolstering student engagement, particularly in fields like Architectural
and Civil Engineering Education. Furthermore, Sa ez-Lo pez et al. (2020) reinforce the concept
that AR can significantly enhance students' participation and motivation in initial teacher
training programs, while Khan (2019) highlights how AR mobile apps can enhance motivation
among health science students at the University of Cape Town. Remarkably, the efficacy of AR
extends to online and remote learning contexts, as Laurens-Arredondo (2022) emphasizes how
mobile AR technology can boost student motivation, which has become crucial during the
COVID-19 pandemic.
AR technology is not merely a motivational tool but also a catalyst for academic achievement.
Ozdemir's study (2018) illuminates how the integration of AR technology can substantially
enhance student performance, focusing on its impact on the learning process and its relation to
student achievements. Eldokhny & Drwish (2021) further support this assertion, highlighting
AR technology's capacity to increase student academic achievement in the instructional
technology department.
Furthermore, AR contributes to heightened student satisfaction, a pivotal aspect of the overall
educational experience. Diao and Shih (2019) provide insights into the effect of AR technology
on student satisfaction, particularly in Architectural and Civil Engineering Education. Similarly,
Che Hashim (2018) underscores how AR technology holds the potential to enhance student
satisfaction across various academic contexts. In conclusion, these studies collectively affirm
the multifaceted advantages of integrating AR technology in higher education, encompassing
improved understanding, enhanced engagement, increased motivation, elevated academic
achievements, and heightened student satisfaction. These findings underscore the
transformative potential of AR technology in shaping the future of education.
METHODOLOGY
Research Sample
The study involved academic staff members from five Saudi higher education institutions,
spanning various faculties and genders. In total, 851 academic faculty members actively
participated and responded to the questionnaires.
Page 3 of 5
88
Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 11, November-2023
Services for Science and Education – United Kingdom
Method
This study employed a quantitative research approach, with a primary focus on utilizing surveys
as the data collection method. In a quantitative approach, the research methodology relies on
numerical data and statistical analysis to draw conclusions and offer descriptive insights. In this
context, the survey was chosen as the primary data collection tool to gather a comprehensive
perspective from academic staff regarding AR capabilities and facilities.
INSTRUMENT
The survey instrument in this study was meticulously crafted following a comprehensive review
of prior research. The survey items were adapted from various scholarly sources, reflecting the
multifaceted dimensions of Augmented Reality's (AR) impact on higher education: AR's
potential to enhance teaching practices drew inspiration from the research conducted by Rizov
et al. (2021) and Gurevych et al. (2021). The notion that AR enhances students' understanding
found its origins in the works of Rizov & Rizova (2015) and Barrow et al. (2019). The idea that
AR technology can enhance students' motivation to learn was incorporated from the research
of Diao & Shih (2019), Sa ez-Lo pez et al. (2020), Khan (2019), and Laurens-Arredondo (2022).
The concept of AR contributing to improved student achievements was adopted from the study
by Eldokhny & Drwish (2021). The belief that AR technology can enhance students' satisfaction
was integrated from the research of Diao & Shih (2019) and Che Hashim (2018). Responses
related to the impact of AR technology on higher education were assessed using a five-point
Likert scale, allowing for a comprehensive evaluation of its various facets.
RESULT
The study employed the use ofthe mean (M) and standard deviation (SD) as statistical measures
for analysing the survey items and summarizing and understanding the results as shown in
Table (1).
Table (1) Mean of Responses for Faculty Perceptions of AR Technology Facilities (n
=851)
Table 1 presents an overall mean score that points to a substantial consensus among
participants, with a mean score (M) of 4.22 and a standard deviation (SD) of 0.60. This indicates
that academic staff members in higher education generally exhibited a strong agreement
regarding the effectiveness of AR technology facilities for teaching and learning. Notably,
individual item ratings within the scale consistently demonstrated high values, falling within
the range of 4.10 to 4.32 on a 1-5 scale. This suggests that a significant majority of academic
staff members strongly concurred on three key and consistently significant aspects of AR
Items within the Perceived facilities scale Mean S. D
1. AR could improve the teaching process 4.32 0.67
2. AR could enhance students’ comprehension and understanding 4.29 0.70
3. AR could increase students’ motivation to learn 4.26 0.76
4. Could increase students’ engagement in classroom activities 4.25 0.75
5. AR could increase students’ satisfaction 4.13 0.77
6. AR could increase students’ achievements 4.10 0.79
Over all Facilities of Using AR 4.22 0.60
Page 4 of 5
89
Alqahtani, E. (2023). Augmented Reality Facilitates Teachers ‘Teaching and Students' Learning in Higher Education. Advances in Social Sciences
Research Journal, 10(11). 86-90.
URL: http://dx.doi.org/10.14738/assrj.1011.15758
technology. These facets encompass AR's potential to enhance the teaching process, improve
students' comprehension, and increase students' motivation to learn in essence, the findings of
this study underscore the remarkable consensus among academic staff regarding the facilities
and benefits of employing AR technology as a pedagogical tool in the educational context.
DISCUSSION
The results of this study underscore a significant consensus among academic staff, indicating
strong support for the use of Augmented Reality (AR) as a valuable pedagogical tool in higher
education. These findings are in alignment with prior research, such as studies conducted by
Rizov et al. (2021) and Gurevych et al. (2021), which similarly emphasize the potential of AR
technology to enhance teaching practices. The concept that AR technology enhances students'
understanding can be traced back to the research by Rizov & Rizova (2015) and Barrow et al.
(2019). Additionally, the idea that AR can increase students' motivation to learn aligns with the
findings of studies by Diao & Shih (2019), Sa ez-Lo pez et al. (2020), Khan (2019), and Laurens- Arredondo (2022). The notion that AR technology contributes to improved student
achievements is consistent with the research conducted by Eldokhny & Drwish (2021).
Furthermore, the belief that AR can enhance students' satisfaction is substantiated by the
research of Diao & Shih (2019) and Che Hashim (2018). These study findings reveal a
remarkable level of agreement among academic staff regarding the benefits of integrating AR
technology as a pedagogical tool. It's worth noting that this high level of consensus might be
partially attributed to the timing of the study, which coincided with the challenges posed by the
ongoing pandemic. The demonstrated support for AR technology underscores its potential to
address evolving educational needs and enhance the learning and teaching experience in higher
education.
CONCLUSION
In conclusion, this study has explored the benefits of utilizing Augmented Reality (AR)
technology as a pedagogical tool, particularly in higher education, with a specific focus on its
relevance during times of crisis. The results of this research contribute valuable insights that
enrich the existing body of literature on the advantages of AR technology in higher education.
CONTRIBUTIONS
This study serves to illuminate the benefits of Augmented Reality (AR) technology as a
pedagogical tool, providing a novel perspective within the larger discussion of AR technology
utilization during pandemic crises. By highlighting the pivotal role of AR technology in higher
education, we contribute to a more nuanced comprehension of its potential applications and
advantages, especially in times of crisis. Our findings underscore the necessity for continued
research in this domain and provide a valuable reference for educators, researchers, and
policymakers seeking to harness the potential of AR technology in enhancing the educational
experience.
LIMITATIONS AND FUTURE RESEARCH
It is essential to acknowledge the limitations of this study. First, our research primarily focuses
on the perspectives of academic staff, offering valuable insights. However, future investigations
may benefit from including the viewpoints of university students, providing a more
comprehensive understanding of the impact of AR technology in higher education. Secondly,
our data collection method was restricted to the use of questionnaires. To gain a more holistic
Page 5 of 5
90
Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 11, November-2023
Services for Science and Education – United Kingdom
understanding of this subject, future research should consider incorporating a combination of
questionnaires and interviews. This mixed-methods approach can capture a broader range of
insights and experiences related to the use of AR technology in teaching and learning. Moreover,
the study's scope is limited to exploring how AR technology can enhance teaching and learning
practices in higher education, leaving room for future investigations. Further research in this
area can provide deeper insights into the practical applications and effectiveness of AR
technology in the ever-evolving landscape of higher education, particularly during times of
disruption and change. Considering these limitations, future research endeavours can build
upon our work by exploring the perspectives and experiences of university students regarding
the use of AR technology in higher education. Additionally, employing a mixed-methods
approach, including both questionnaires and interviews, can provide a more comprehensive
understanding of the topic. Furthermore, investigating the long-term impact of AR technology
on student engagement and learning outcomes can yield valuable insights for educators and
institutions seeking to harness the full potential of AR technology.
References
Barrow, J., Forker, C., Sands, A., O'Hare, D. and Hurst, W., 2019, March. Augmented reality for enhancing life
science education. In VISUAL 2019-The Fourth International Conference on Applications and Systems of Visual
Paradigms.
Che Hashim, N., Abd Majid, N. A., Arshad, H., & Khalid Obeidy, W. (2018). User Satisfaction for an Augmented
Reality Application to Support Productive Vocabulary Using Speech Recognition. Advances in Multimedia, 2018
Diao, P. H., & Shih, N. J. (2019). Trends and Research Issues of Augmented Reality Studies in Architectural and
Civil Engineering Education—A Review of Academic Journal Publications. Applied Sciences, 9(9), 1840.
Eldokhny, A. A., & Drwish, A. M. (2021). Effectiveness of augmented reality in online distance learning at the time
of the COVID-19 pandemic. International Journal of Emerging Technologies in Learning (Online), 16(9), 19
Gurevych, R., Silveistr, A., Мokliuk, M., Shaposhnikova, I., Gordiichuk, G., & Saiapina, S. (2021). Using augmented
reality technology in higher education institutions. Postmodern Openings, 12(2), 109-132.
Khan, T., Johnston, K., & Ophoff, J. (2019). The Impact of an Augmented Reality Application on Learning.
Laurens-Arredondo, L. (2022). Mobile augmented reality adapted to the ARCS model of motivation: a case study
during the COVID-19 pandemic. Education and Information Technologies, 27(6), 7927-7946.
Ozdemir, M., Sahin, C., Arcagok, S., & Demir, M. K. (2018). The effect of augmented reality applications in the
learning process: A meta-analysis study. Eurasian Journal of Educational Research, 18(74), 165-186.
Ozdemir, M., Sahin, C., Arcagok, S., & Demir, M. K. (2018). The effect of augmented reality applications in the
learning process: A meta-analysis study. Eurasian Journal of Educational Research, 18(74), 165-186.
Rizov, T., & Rizova, E. (2015). Augmented reality as a teaching tool in higher education. International Journal of
Cognitive Research in Science, Engineering and Education (IJCRSEE).
Sáez-López, J. M., Cózar-Gutiérrez, R., González-Calero, J. A., & Gómez Carrasco, C. J. (2020). Augmented reality in
higher education: An evaluation program in initial teacher training. Education Sciences, 10(2), 26.
Yilmaz, O. (2021). Augmented Reality in Science Education: An Application in Higher Education. Shanlax
International Journal of Education, 9(3), 136-148.