The Impact of Augmented Reality-Based-Affordances Instruction on Learners' Motivation in K-16 Classrooms: An Integrative Review

This study examining the impact of AR-based instruction on the motivation and performance of learners predominantly in the K-16 age range, takes the form of an integrative literature review. Using appropriate inclusion and exclusion criteria, twenty-four research studies were selected that were of appropriate quality and methodology. These studies were critically reviewed and deeply analyzed the findings of these studies were examined and compared, and the findings were then used to answer the three research questions and discover the impact of AR applications in education related to motivation and performance. The study concludes that, with some reservations regarding course design and content, there are no barriers to the continuing introduction of educational AR application, since no negative impacts were reported.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Education, Vocational-Technical

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2025

Author dc:creator

• Aljohani, Amal Hamdan A.

Chair dc:contributor.committeechair

• Doolittle, Peter E.

Committee members dc:contributor.committeemember

• Johnson, Alicia Leinaala
• Bond, Mark Aaron
• Hicks, David

• Motivation
• Augmented Reality
• AR
• Education
• K-16
• Affordances
• Instruction

Statement dc:rights

• Creative Commons Attribution 4.0 International

Licence dc:rights.uri

• http://creativecommons.org/licenses/by/4.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:43814

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/134259