A holistic conceptual framework to assess the impact of augmented reality on the learners' emotion and cognitive learning

Abstract

The rising popularity of Augmented Reality (AR) in educational settings is attributed to its acknowledged effectiveness in facilitating teaching and learning. Numerous studies have examined the trends, benefits, opportunities, challenges, and the overall impact of this technology on education. Nevertheless, the majority of prior studies overlook the crucial understanding that the success of an AR-based intervention does not rely solely on the technical attributes of the technology but also on the pedagogical strategies employed for their implementation combined with the learners’ emotional and cognitive processes. This paper presents the development of a learner-centred framework for higher education engineering learners. Based on the Design Science Research (DSR) methodology, this framework presents a series of three systematic and interrelated phases. These include, (1) examining pedagogical requirements, (2) the subsequent development of AR-learning-based scenarios and (3) the effect of AR-based learning scenarios on the learners’ emotions, learners’ achievement and the learners’ engagement. The development and implementation of this framework should consequently lead to AR experiences that are more naturally captivating and emotionally gratifying for engineering learners.