Abstract:

Research has shown that learners are not well equipped nor prepared for the new kinds of jobs, making it difficult for them to fulfill the work-force demands of the future. The COVID-19 pandemic has resulted in technology becoming an enabler and a necessity, making the need for more engaging and active and authentic learning environments even more crucial. This is made even more prevalent with the implementation of Augmented Reality (AR) into the learning landscape. Augmented Reality has been growing in use in education as it has been shown to provide effective immersive learning experiences to students when learning difficult concepts. It allows them to visualize complex concepts and difficult learning materials. In classes that utilize project-based learning, using AR can help support the learning process by enabling collaboration and cooperation within this group-based learning environment, while being immersed in the content. This would provide a more authentic and relevant learning process for students to better grasp the learning materials while cultivating relevant teamwork and communication skills.

This research study was developed in order to investigate the impact of an interactive and collaborative AR learning environment on students, teachers and technology. In particular, this study was underpinned by Vygotsky’s (1978) socio-constructivist principles and with Laurillard’s (2012) Conversational framework to design an immersive, AR-driven learning environment between students and teachers that would promote the following:
1. Better communication between the learners and their peers, and between the learners and the teacher
2. Increased interactions and involvement with the learning content
3. Effective implementation of content learned into their projects

The study used a mixed-method approach and was conducted on undergraduate design students taking a project-based course in the faculty. Students worked in groups to develop their project and immersed themselves in the AR learning environment to collaborate and create. Data was collected using a 5-point Likert scale and triangulated with data from students’ comments and their group and individual blogs. Findings showed that students were very positive towards learning with AR and reported enhanced collaborative experiences with their team members within the environment. These results provide deeper insights to the impact of using AR on the students, teacher and the teaching and learning process, and the resulting AR-based Conversational (ARC) framework can serve as a practical guide to designing 21st century classrooms.

Keywords:

Augmented Reality, Collaborative learning, Malaysia, Laurillard, Socio-constructivism.