research-article

The Impact of an Augmented Reality Application on Learning Motivation of Students

Authors:

Kevin Johnston,

Jacques OphoffAuthors Info & Claims

Advances in Human-Computer Interaction, Volume 2019

https://doi.org/10.1155/2019/7208494

Published: 01 January 2019 Publication History

Abstract

The research on augmented reality applications in education is still in an early stage, and there is a lack of research on the effects and implications of augmented reality in the field of education. The purpose of this research was to measure and understand the impact of an augmented reality mobile application on the learning motivation of undergraduate health science students at the University of Cape Town. We extend previous research that looked specifically at the impact of augmented reality technology on student learning motivation. The intrinsic motivation theory was used to explain motivation in the context of learning. The attention, relevance, confidence, and satisfaction (ARCS) model guided the understanding of the impact of augmented reality on student motivation, and the Instructional Materials Motivation Survey was used to design the research instrument. The research examined the differences in student learning motivation before and after using the augmented reality mobile application. A total of 78 participants used the augmented reality mobile application and completed the preusage and postusage questionnaires. The results showed that using an augmented reality mobile application increased the learning motivation of students. The attention, satisfaction, and confidence factors of motivation were increased, and these results were found to be significant. Although the relevance factor showed a decrease it proved to be insignificant.

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cover image Advances in Human-Computer Interaction

Advances in Human-Computer Interaction Volume 2019, Issue

2019

187 pages

ISSN:1687-5893

EISSN:1687-5907

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Copyright © 2019 Tasneem Khan et al.

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.

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Hindawi Limited

London, United Kingdom

Publication History

Published: 01 January 2019

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https://dl.acm.org/doi/10.1007/s10639-024-12602-5
An Q(2024)The effectiveness of using IT in art education to develop learning motivation and psychological well-beingEducation and Information Technologies10.1007/s10639-024-12601-629:15(19537-19552)Online publication date: 1-Oct-2024
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Chen JMokmin N(2024)Enhancing primary school students’ performance, flow state, and cognitive load in visual arts education through the integration of augmented reality technology in a card gameEducation and Information Technologies10.1007/s10639-024-12456-x29:12(15441-15461)Online publication date: 1-Aug-2024
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Laurens-Arredondo L(2024)Information and communication technologies in higher education: Comparison of stimulated motivationEducation and Information Technologies10.1007/s10639-023-12160-229:7(8867-8892)Online publication date: 1-May-2024
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