Introduction of augmented reality as a pedagogical tool to enhance learning at tertiary level in Mauritius
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1 November 2018
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The related study investigated the impact of Augmented Reality on students' learning within a tertiary education setting in Mauritius. In order to achieve the study objectives, a mobile Augmented Reality application called ARBrain was developed. Precisely, the study weighed learning enhancement levels, motivation and the perceived acceptance of the technology as participants engaged in a lesson relating to the human brain anatomy. A total of eighty research participants from the Middlesex University Mauritius Branch Campus took part in the study. They were recruited from a variety of departments and assigned randomly in a split 40:40 ratio of two groups: (1) Augmented Reality Instruction; and (2) Traditional Instruction. Based on their assigned groups, participants were either treated to Augmented Reality based instructions or Traditional 2-Dimensional instructions. At the end of the lesson, participants from both groups were required to take a post-test based on what they had learnt. Furthermore, participants that took part in the Augmented Reality Instruction treatment, were also required to take a Technology Acceptance test. Analysis of results derived from the posttests of both Augmented Reality Instruction and Traditional Instruction treatment groups, highlighted a strong significant difference in learning gains. In addition, the Technology Acceptance test taken by the Augmented Reality Instruction group also showed that the use of Augmented Reality, had a positive effect on students' motivation to learn, and also reflected as the main reason for their acceptance of the technology.
