Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school

Abstract

There is a large volume of published studies describing the positive role of Augmented Reality (AR) in educational settings. However, there is a paucity of empirical work that explores its role in supporting primary school pupil's motivation and creativity. Moreover, numerous studies have confirmed that pupils have difficulties in learning geometry and thinking geometrically. In this context, this paper explores the possibility of using AR software for low‐grade primary school pupils to enhance their creative thinking and increase their motivation during the informal geometry training course. A research‐based design process is adopted to replicate the primary school pupil's learning in this study, where pupils in the experimental group used mobile application to access AR virtual manipulatives, pupils in the control group used physical manipulatives. The applied AR technology allows pupils to handle 2D and 3D rounded corners and simple closed curves to find the most effective solutions for some learning challenges. Sixty‐two pupils from the first‐grade primary school in Egypt have participated in this study with the aim of investigating: (a) the primary school pupil's achievements and creative thinking in using AR techniques, and (b) the specific strategies that can increase their motivation and engagement. The most obvious finding to emerge from this study is that there was no statistically significant difference between the groups in geometry learning achievement, while statistically significant differences were found between the groups in the motivation and creative thinking skills in favour of the experimental group.