The Effect of Augmented Reality-Based Learning According to the Motivational Design Model on Enhancing Student Engagement
Keywords:
Augmented Reality based on the Motivational Design Model, Student Engagement, Design-Based Research (DBR)
Abstract
This study aimed to explore the impact of motivational augmented reality (AR) learning on enhancing student engagement, using a design-based research approach. The study employed an experimental three-group design, including: a group that studied using AR based on the motivational design model, a group that studied using AR only, and a control group that studied through traditional methods. The study was conducted with a sample of 90 second-year secondary students at Umm Al-Qura Secondary School in Jeddah during the third semester of the academic year 1446 AH, focusing on the unit “Complex Inheritance and Human Genetics” from the Biology (3–2) curriculum.The study utilized a student engagement scale alongside semi-structured interviews. The results revealed statistically significant differences in favor of the group that studied using motivational AR. The activities contributed to enhancing behavioral engagement through interaction and focus, emotional engagement through enthusiasm and enjoyment, and cognitive engagement through improved understanding.The study recommends integrating motivational AR activities based on the design model into curricula, training teachers to employ digital motivational tools, and conducting future studies across different educational levels and knowledge domains to further explore the potential of this approach in improving student engagement.
References
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3. الحافظي، فهد. (2020). نموذج مقترح لتوظيف تكنولوجيا الواقع المعزز في مقررات السنة التحضيرية وفاعليته في تنمية مهارات التعلم المنظم ذاتيًا لدى طلاب جامعة الملك عبد العزيز. مجلة جامعة الملك عبد العزيز، كلية الآداب والعلوم الإنسانية، 28(12)، 252-289.
4. العشماوي، وفاء. (2022). تصميم بيئة تعلم نقال قائمة على نمطي الدعم التعليمي (واقع معزز/واقع افتراضي) وفاعليتها في تنمية بعض مهارات إنتاج عناصر التعلم الرقمية والانخراط في التعلم لدى طلاب شعبة معلم الحاسب الآلي. المجلة التربوية لكلية التربية بسوهاج، 99(99)، 69-187.
5. العمري، عائشة، والعوهلي، دلال. (2023). درجة توظيف روبوت الدردشة الافتراضي Chatbot لتحسين جودة التعليم وتنمية مهارات التفكير الإبداعي من وجهة نظر متخصصي تكنولوجيا التعليم. المجلة الدولية لتكنولوجيا التعليم والمعلومات، 1(3)، 33-49.
6. Abad-Segura, E., González-Zamar, M.-D., Luque-de la Rosa, A., & Morales Cevallos, M. B. (2020). Sustainability of educational technologies: An approach to augmented reality research. Sustainability, 12(10). https://www.mdpi.com/2071-1050/12/10/4091
7. AL- Halfawi, W., & Zaki, M. (2015). Educational Technology from Traditional to Digital, Jeddah. King Abdulaziz University Press, Scientific Publishing Center.
8. Al-Hafdi, F. S. (2023). Distance learning gains via digital platforms during the COVID-19 pandemic: A qualitative study of the experience of faculty members. Umm Al-Qura University Journal of Educational & Psychological Sciences, 15(1).
9. Al-Hafdi, F. S. (2025). The effectiveness of a sustainable environment based on augmented reality in developing media literacy skills for secondary school students. Ajman Journal of Studies & Research, 24(1).
10. Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten years of gamification-based learning: A bibliometric analysis and systematic review. International Journal of Interactive Mobile Technologies, 18(7), 188–210. https://doi.org/10.3991/ijim.v18i07.45335
11. Al-Hafdi, F. S., & AlNajdi, S. M. (2024). The effectiveness of using chatbot-based environment on learning process, students’ performances and perceptions: A mixed exploratory study. Education and Information Technologies, 29, 20633–20664. https://doi.org/10.1007/s10639-024-13024-1
12. Alhalafawy, W. S., & Zaki, M. Z. (2024). The impact of augmented reality technology on the psychological resilience of secondary school students during educational crises. Ajman Journal of Studies & Research, 23(1).
13. Alharbi, T. S., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Exploring the framework for intelligent operations (FiOps) for teachers in the era of generative AI (GenAI). International Journal of Learning, Teaching and Educational Research, 24(8).
14. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. https://doi.org/10.24294/jipd.v8i8.4837
15. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
16. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003
17. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-stop educational support: Exploring the opportunities and challenges of intelligent chatbots use to support learners from the viewpoint of practitioner educators. Journal of Ecohumanism, 3(3), 229–212.
18. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in education. In Empowering STEM Educators With Digital Tools (pp. 137–154). IGI Global.
19. Alzahrani, A., & Al-Hafdi, F. S. (2021). Effectiveness of augmented reality in developing the reflective thinking skills among secondary school students. Multicultural Education, 7(1), 1–10. https://doi.org/10.5281/zenodo.5294802
20. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified platforms: The impact of digital incentives on engagement in learning during COVID-19 pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
21. Azmy, N. G., Alhalafawy, W. S., & Anwar, R. (2015). Virtual Educational Tours. In N. G. Azmy (Ed.), Interactive learning environments (pp. 495-545). Dar Elfikr Elarabi, Cairo. Egypt.
22. Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcomes? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
23. Bruinsma, J., & Crutzen, R. (2018). A longitudinal study on the stability of the need for cognition. Personality and Individual Differences, 127, 151-161. https://doi.org/10.1016/j.paid.2018.02.001
24. Carmen, M., & Clara, F. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Educational Psychology, 12. https://doi.org/10.3389/fpsyg.2021.713057
25. Chang, H.-Y., Yu, Y.-T., Wu, H.-K., & Hsu, Y.-S. (2016). The impact of a mobile augmented reality game: Changing students' perceptions of the complexity of socioscientific reasoning. 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), Austin, TX, USA.
26. Diwan, C., Srinivasa, S., Suri, G., Agarwal, S., & Ram, P. (2023). AI-based learning content generation and learning pathway augmentation to increase learner engagement. Computers and Education: Artificial Intelligence, 4, 100110.
27. Estapa, A., & Nadolny, L. (2015). The effect of an augmented reality-enhanced mathematics lesson on student achievement and motivation. Journal of STEM Education: Innovations and Research, 16(3), 40.
28. Ferro, L. S. (2021). The game element and mechanic (GEM) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36, 100375. https://doi.org/10.1016/j.entcom.2020.100375
29. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2019). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 81(1), 1–27.
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Published
2025-10-17
How to Cite
Abdulaziz Abdullah Alzahrani, Dr. Fahad Saleem Al-Hafdi, & Dr. Ahmed Ibrahim Fallatah. (2025). The Effect of Augmented Reality-Based Learning According to the Motivational Design Model on Enhancing Student Engagement. Journal of Arts, Literature, Humanities and Social Sciences, (125), 33-55. https://doi.org/10.33193/JALHSS.125.2025.1528
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