Manuscript received December 28, 2022; revised March 5, 2023; accepted March 29, 2023.
Abstract—This paper describes a new experiment in the
context of the Palestinian higher education based on
Augmented Reality (AR) technology. The main objective is to
investigate the efficacy of AR-based learning on motivation and
reflective thinking, which are important measures of students’
learning and achievement. The experiment was carried out on a
sample of 24 students enrolled in digital communication course
in their third and fourth years at telecommunication
engineering department of An Najah National University. The
sample was selected using purposive sampling method. Except
for confidence dimension, results indicate a positive effect of
integrating AR technology in teaching and learning on all
dimensions of motivation (attention, relevance, satisfaction, and
volition) between experiment and control groups. Similarly,
AR-based learning has a positive effect on all dimensions of the
reflective thinking scale between the experiment and control
groups except for the reflection dimension. Furthermore,
results indicate no significant differences between the
experiment and control groups due to gender in favor of the
experiment group. In contrast, there were significant
differences between pre-test and post-test on motivation and
reflective thinking scales and their dimensions in favor of the
post-test. However, the research was limited by the small
sample size and the novelty of the AR technology, which
requires the instructors and students to be familiar with this
emerging technology.
Index Terms—Augmented reality, motivation, reflective
thinking, AR-based learning
Kifaya Sabbah is with An-Najah National University, Nablus, Palestine.
Fayez Mahamid is with the Department of Psychology and Counseling,
An-Najah National University, Nablus, Palestine. E-mail:
mahamid@najah.edu (F.M.)
Allam Mousa is with Artificial Intelligence and Virtual Reality Research
Center, Department of Electrical and Computer Engineering, An-Najah
National University, Nablus, Palestine. E-mail: allam@najah.edu (A.M.)
*Correspondence: kifaya.sabbah@stu.najah.edu (K.S.)
Cite: Kifaya Sabbah*, Fayez Mahamid, and Allam Mousa, "Augmented Reality-Based Learning: The Efficacy on Learner‘s Motivation and Reflective Thinking," International Journal of Information and Education Technology vol. 13, no. 7, pp. 1051-1061, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).