Learners’ learning with augmented reality resources.

Abstract

This thesis explores the impact of Augmented Reality (AR) resources on learners’ engagement, understanding, and retention of educational content, with a focus on multimodal, contextualised, and situated learning experiences. Situated within an interpretivist paradigm, this study employed qualitative methods, including focus-group interviews, art-based research, observations, and teachers’ reflective journals, to investigate how AR mediates learning processes that align with diverse learner needs. The study drew upon Activity Theory, Situated Cognition, and the VARK model to examine AR's capacity to support collaborative, personalised, and contextually grounded learning. Findings revealed that AR can serve as a transformative tool in education, bridging abstract and tangible knowledge by embedding complex content within immediate physical environments. Through the VARK model, AR was shown to accommodate diverse learning preferences, combining visual, auditory, kinaesthetic, and reading/writing modalities to create rich, holistic learning experiences. By integrating Activity Theory, this research uncovered how AR can reconfigure classroom dynamics, promoting learner-centred engagement and collaborative inquiry. The study’s methodological contributions included the novel application of art-based research, which allowed participants to express their experiences visually and emotionally, offering insights into the affective dimensions of AR. Additionally, the teachers’ reflective journals provided critical insights into the pedagogical adjustments and challenges encountered when integrating AR into instructional settings. These findings contribute to educational theory by extending current understandings of how AR can foster contextualised, experiential, and multimodal learning. Practical recommendations underscore AR’s potential for enhancing accessibility and inclusivity, offering a model for equitable, engaging, and adaptive learning environments. This research also advances the literature on educational technology and digital pedagogy, proposing AR as an essential tool for 21st century education that empowers learners, enriches teachers’ practices, and supports a shift towards more personalised, inclusive learning. Future research directions could include investigating the longitudinal impact of AR on knowledge retention, AR’s role in differentiated instruction for neurodiverse learners, and exploring policy implications for the ethical and equitable integration of AR in education.