The Pedagogical Potentials of Integrating Augmented Reality: Revisiting Gagné ISD Framework
DOI:
https://doi.org/10.14738/assrj.511.5455Abstract
The concept of Augmented Reality (AR) technology has paved a new innovation in modern teaching methods as a creative tool for blended learning. Although there has been a robust literatures on augmented reality, educators and other stakeholders are unaware of the AR benefits even reluctant to take up concrete steps towards integrating AR into teaching and learning settings. This attitude requires more efforts by researchers to shed light on the affordances and capabilities of AR in educating the new generation students in today's schools. Therefore, this paper attempts to highlight the pedagogical potentials of AR technology in conjunction with Gagné ISD Model (1998). Thus, the guidelines of instructional practices and the quality of student learning are revisited. This paper will contribute to the theoretical aspect of integrating AR in teaching and learning effectively and efficiently. Further, a proposed model for teachers to employ various pedagogical strategies while using the instructional model of Gagné's Nine Events in AR-supported learning process will be presented. The present paper will adopt the analytical approach based on meta analysis by reviewing journal articles on using AR in education from a variety of sources such as Web of Science, ESCI indexes, and SCI-EXPANDED. For this review, a number of 28 articles, conducted between 2013 and 2018, on the use of AR in educational context were examined and reviewed.
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