Abstract:

The recent pandemic times saw the overnight transition of the classroom learning mode to online. This led to complete reliance on the use of web applications and digital technologies as the only means of upkeeping a continuous flow of quality education and knowledge. While this phase saw several concerns related to the teaching & learning processes being raised by the educationists, few of these such as, enhanced student engagement, interaction and collaboration while upkeeping student motivation with the assistance of digital technologies, still remains the highlight of the discussions as an important requirement of the post covid-19 classrooms. In recent times there is also a suggestion for the inclusion of interactive, immersive and various other current technologies within the classroom environments for maintaining learner involvement in the learning process and making the students prepared for such learning methodologies in case of unprecedented times ahead.

Research indicates that, while various web & digital technologies have most often been used for content delivery and fulfilling certain parts of projects, immersive technologies like Augmented Reality (AR) have seen their usage mostly in the form of games and overlay of extra information for in depth understanding. Not many instances have been recorded of AR being part of the class environment to render contextually rich learning experiences that can lead to lifelong learning & knowledge retention. Therefore this study aimed at incorporating AR technology into an experience based learning environment using Kolb’s Experiential Learning Model (ELM) as the underlying pedagogy. The use of ELM has been quite prominent among the researchers over the time for catering to a diverse range of educational needs as it supports effective knowledge transfer and retention while maintaining an exciting, engaging & constructivist learning environment.

For this study, the undergraduate students of a digital marketing course from a prominent Malaysian university were exposed to a tech supported learning space that was designed on the basis of 4 principles of ELM, namely, Concrete Experience, Reflective Observation, Abstract Conceptualization & Active Experimentation. A mixed mode methodology was employed to gauge the experience and perception of these students during a 14 week long trimester. Various data collection instruments such as surveys, interviews and open ended questions were designed to record their responses. The data analysis & results showed significant and positive feedback towards an improved learning interest, student engagement, interaction and the overall learning environment while posing a demand for more such learning experiences in future.

Keywords:

Augmented Reality, Experiential Learning, Digital Technologies, Student Engagement, Collaboration.