CoChat
Sign Up
Cited by 0Augmented Reality ApplicationsMultimedia Learning SystemsEducational Technology and E-Learning

The development of augmented reality framework to enhance students’ motivation

Open access
Zain, Farah Mohamad, Kasim, Marini, Rahman, Faizahani Ab, Yaakob, Mohd Faiz Mohd·2026·Journal of Education and Learning (EduLearn)
DOI 10.11591/edulearn.v20i1.21294
Open this paper in CoChat — free accountOpen PDF

Abstract

Previous studies have shown that augmented reality (AR) is an interactive teaching aids that can improve students’ learning motivation. Many studies have discussed AR technology but there are scarce studies on developing AR framework and guideline for teachers. Therefore, the objective of this research is to study the need to develop an AR framework to enhance motivation among students based on Gagne’s nine events of instruction and self-determination theory (SDT). This research employs the design and development research (DDR) method with a blend of quantitative and qualitative in which data was collected via a closed and open questionnaire. The respondents of this research are 35 teachers who are teaching technology course in Kedah, chosen through purposive sampling. The findings revealed the need to develop an AR framework by taking into consideration five main constructs, namely motivation, technology skills, instructional design, AR development tools and types of AR applications. Hence, AR developed using this framework has the potential to enhance student motivation and create effective AR learning experiences for students.

AI snapshot

Written from the paper’s full text.

TL;DR

This paper reports the need-analysis phase of a design and development research project to create an augmented reality (AR) framework for enhancing student motivation, based on Gagne’s nine events of instruction and self-determination theory. Thirty-five technology teachers in Kedah, Malaysia, confirmed five proposed constructs for the framework.

Key findings

  • Five constructs were accepted for the AR framework: technology skills, instructional design, AR development tools, types of AR applications, and motivation, with an overall average mean of 4.39 (SP=0.886) on a 5-point scale.
  • Construct means were: instructional design 4.46, technology skills 4.43, types of AR 4.40, AR development tools 4.37, and motivation 4.31; all were interpreted as high.
  • Within instructional design, “content delivery” had the highest mean at 4.63 (SP=0.690); within technology skills, programming skills were the only element at “average high” (M=3.94, SP=0.998).
  • Qualitative responses said the framework is needed as a guideline for educators, because AR is still a novel field in Malaysia and can support more interactive, contemporary teaching and learning.

Methods

  • Design: design and development research (DDR), mixed quantitative and qualitative methods; this article reports only the initial need-analysis phase.
  • Sample and data: 35 teachers in Kedah, Malaysia, selected by purposive sampling based on criteria including teaching IT courses, IT-related education background, or AR use; data were collected via closed and open questionnaires distributed through Google Form, email, and WhatsApp.
  • Analysis: closed items used a 1–5 Likert scale across 38 items covering five constructs; quantitative data were analyzed with SPSS version 22 using percentages, means, and standard deviations, while open-ended responses were analyzed qualitatively. Reliability was high, with Cronbach’s alpha values from 0.934 to 0.977 and a total of 0.981.

Limitations

  • The paper does not state a limitations section.
  • Evident from the text: the study covers only the need-analysis phase, so the proposed AR framework itself was not yet developed or evaluated.
  • Evident from the text: findings rely on 35 purposively selected teachers in Kedah and on self-reported questionnaire responses; no student motivation outcome was measured.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.11591/edulearn.v20i1.21294

Cites

0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 18 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    The proposed content delivery element had the highest mean value of 4.63 (SP=0.690) in the instructional design construct.

    “Accordingly, the findings showed that the proposed content delivery element had the highest mean value of 4.63 (SP=0.690).”
    Quote in the paperNot a substantial claim
  • Findingown data

    The instructional design construct had a mean score of 4.54 (SP=0.719).

    “Table 7 shows the mean score values (M=4.54;SP=0.719) for the proposed elements in the instructional design construct.”
    Quote in the paperSubstantial claim
  • Findingown data

    The study identified five main constructs in the AR framework: technology skills, instructional design, AR development tools, types of AR, and motivation.

    “We found that there are five main constructs in the AR framework which are technology skills, instructional design, AR development tools, the types of AR and motivation.”
    Quote in the paperSubstantial claim
  • Findingown data

    ARToolkit had the highest mean value (4.09, SP=0.887) among the elements in the AR development tools construct.

    “ARToolkit had the highest mean value for the element in the AR development tools construct which is 4.09 (SP=0.887).”
    Quote in the paperNot a substantial claim
  • Findingcitation

    This finding differed from Mundy et al. [61] where most educators preferred to develop AR using ready-made AR apps such as Aurasma/HP Reveal, Merge Cube, and Metaverse.

    “However, this finding differed from Mundy et al. [61] where most educators preferred to develop AR using ready-made AR apps such as Aurasma/HP Reveal, Merge Cube, and Metaverse.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [61]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim. 30
  • May combine two claims. 15
  • The quote only partly states this claim. 2

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    The use of AR can make teaching and learning sessions more interesting and produce an interactive learning session.

    “The use of AR can make teaching and learning sessions more interesting and produce an interactive learning session.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    Findings showed a need to develop an AR framework as a guideline to educators.

    “In addition, findings also showed that the need to develop an AR framework as a guideline to educators.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    All elements in the technology skills construct showed a high level of interpretation except for the skilled elements in programming (e.g., C, C++, java, flash), which was at a moderately high level.

    “All elements in the technology skills construct showed an interpretation value at a high level except for the skilled elements in programming (e. g., C, C++, java, flash) that is, the interpretation value was at a moderately high level.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    Respondents opined that the AR framework is needed to help students adapt to the real world and to enable them to know and remember things in-depth.

    “Needless to say, the respondents have opined that the AR framework is indeed needed not merely to ease the students to be adapted in the real world but also to enable the students to get to know and remember things in-depth.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    Most respondents agreed on the call to develop an AR framework, viewing it as a large contributor to education.

    “Most of the respondents has agreed on the call to develop an AR framework because they view this development framework as a large contributor to the field of education in terms of: -Guideline to educators”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given

    Motivational constructs focus on autonomy, competence, and relatedness.

    “Finally, motivational constructs focus on autonomy, competence and relatedness.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Respondents' opinions indicate that the development of an AR framework is crucial as a guide to educators in producing a more effective AR.

    “Overall, the opinion expressed by the respondents explained that the development of AR framework is crucial as a guide to educators in producing a more effective AR.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S1 (asserted).

    Findingown data

    Respondents opined that the AR framework needs to be developed into a set of guidelines for educators to produce quality AR-based learning aids.

    “The respondents are of the opinion that the AR framework needs develop to be molded into a set of guidelines for the educators, paralleled to the production of the AR -based learning aids with a guaranteed quality.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    AR is used as learning aids in accordance with the advancement of innovative technology and in line with students' competence with latest technology.

    “In addition, AR is used as learning aids in accordance with the advancement of innovative technology in line with the level of competence of students on the latest technology.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    The AR development tools construct enlists nine relevant and appropriate tools to develop AR, ranging from ready-made AR apps to more complex apps.

    “As for the third construct which is AR development tools that enlist nine relevant and appropriate tools to develop AR, either ready-made AR apps to more complex apps.”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data

    The motivation construct has an average mean score of 4.413 (SD=0.697), interpreted as high.

    “of 4.413 (SP=0.697).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    The usage of AR is still new among teachers particularly in Malaysia and requires appropriate guideline to assist them in integrating it into teaching and learning process.

    “Nevertheless, the usage of AR is still new among teachers particularly in Malaysia and requires appropriate guideline to assist them in integrating it into teaching and learning process [7].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [7]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    There is a need to develop a holistic AR framework that includes learning theory to ensure AR meets criteria in content, presentation, human-computer interaction, teaching and learning theory and immersive learning experience.

    “Therefore, this study proposes the development of a holistic AR framework and includes learning theory in ensuring that the AR meets the criteria in terms of content, presentation, human-computer interaction, teaching and learning theory and immersive learning experience.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationown data

    The instructional design element is crucial for every teacher to plan the production of teaching and learning materials based on AR more systematically to increase learning effectiveness and student motivation while avoiding confusion among students.

    “This element in the design of development is crucial for every teacher to plan the production of teaching and learning materials based on AR more systematically to increase learning effectiveness and student motivation while avoiding confusion among students.”
    Quote in the paperNot a substantial claim

  • The quote only partly states this claim.

    Study design and conductown data

    The instrument had high internal consistency, with Cronbach's alpha for each construct ranging from 0.934 to 0.977 and total 0.981.

    “Total | 0.981”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Premisecitation

    The need analysis is vital in identifying and evaluating the significance of the subject being studied and in determining the conclusion and subsequent actions.

    “The need analysis is vital in identifying and evaluating the significance of the subject which is being studied and this eventually led to determining the conclusion and the subsequent actions to be taken [47].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [47]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Budiman [66] showed that students' understanding about the usage of AR improved and increased their motivation in learning.

    “In addition to this, reference Budiman [66] showed that students' understanding about the usage of AR did improve and increase their motivation in learning.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [66]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    These technology skills are important because no AR authoring tool can be easily used by teachers if there are no skills such as video, audio, graphics and animation.

    “He added that these technology skills are important because no AR authoring tool can be easily used by teachers if there are no skills such as video, audio, graphics and animation.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The framework is needed as a guide for teachers in developing instructional materials that fulfil the current requirements of IR 4.0.

    “Therefore, the framework is needed as a guide for the teachers in developing instructional materials that fulfil the current requirements of IR 4.0.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    Instructional design based on Gagne's nine events will assist educators in organising AR content systematically.

    “Meanwhile, instructional design based on Gagne's nine events will assist educators in organising AR content systematically.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [53]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    According to Tutunea, AR gamification is the most widely utilized type of AR application, at 26.12%.

    “Parallel to these outcomes, Tutunea [62] also concluded that the type of AR application which is widely being utilized is the AR gamification, covering a percentage of 26.12%.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [62]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    A pilot study was conducted with 10 respondents who were not involved in the actual study but possessed the same criteria, to assess understanding of each item, format, and duration.

    “Initially, a pilot study was conducted with 10 respondents who would not be involved in the actual study but possessed the same criteria as the actual respondents' who had knowledge of IT.The pilot study was conducted to assess the understanding of each item of the questionnaire, the format and the duration required to complete the questionnaire.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductcitation

    The questionnaire was adapted from prior works and contained 38 items.

    “To measure respondents' interpretation of elements in the five main constructs, a questionnaire adapted from [51], [53], [55], [61], [62], was used with a number 38 items, Table 1.”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [51]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [53]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [55]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Technology skills such as proficiency in programming were too technical and difficult to be learned and used by teachers who did not have IT background, which might cause their interpretation to be at a modest stage.

    “Technological skills such as proficiency in programming were too technical and difficult to be learned and used by teachers who did not have IT background which might cause their interpretation to be at a modest stage.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Premisecitation

    The design of the AR framework plays an essential role in improving the quality of learning aids and keeping teaching aids current for educators.

    “The design of the AR framework plays an undeniably essential role in uplifting the quality of the learning aids as well as keeping the teaching aids abreast for the educators' utilization [50].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [50]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationown data

    There is a need to develop a framework for the instructional design of educational AR in education, especially to enhance students' motivation.

    “Firstly, there is a need to develop a framework for the instructional design of educational AR in education, especially to enhance students' motivation.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Earlier studies have not explicitly addressed the important component in developing a quality AR for teaching and learning.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The choice of AR development tool depends on the technological skills of the educators.

    “The choice of AR development tool also depends on the technological skills of the educators.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    All 35 respondents managed to answer the questionnaire.

    “The questionnaires received were screened initially and it was found that all 35 respondents managed to answer the questionnaire.Therefore, all 35 answers were collected and analysed using statistical package for social science (SPSS) version 22.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    It is pivotal to carry out needs analysis before developing an AR framework to ensure that the AR developed meets the needs of users.

    “Overall, it is pivotal to carry out needs analysis before developing an AR framework to ensure that the AR developed meets the needs of users.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    AR can incorporate all types of digital objects such as graphics, video, animation, multimedia and 3D objects.

    “AR can incorporate all types of digital objects such as graphics, video, animation, multimedia and 3D objects [54].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [54]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationown data

    These findings provided an initial insight to teachers in selecting AR development tools that are able to achieve their teaching objectives.

    “These findings provided an initial insight to teachers in selecting AR development tools that are able to achieve their teaching objectives.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Educators can modify the sequence of the teaching process based on the application of AR.

    “However, educators can modify the sequence of the teaching process based on the application of AR [53].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [53]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationown data

    The AR application construct will give insightful ideas to educators in producing outputs such as AR gameboard and AR-based game applications.

    “AR application construct will give insightful ideas to educators in producing output such as AR gameboard, AR-based game applications and so on.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    The constructs are derived from the literature and further confirmed by the respondents based on their expertise in IT and experience using AR applications.

    “These constructs are derived from the literature and further confirmed by the respondents to this study based on their expertise in the field of IT and their experiences using AR applications.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The respondents to this study have expertise in the field of IT and experience using AR applications.

  • May combine two claims.

    Interpretationreasoning

    AR developed using this framework has the potential to enhance student motivation and create effective AR learning experiences for students.

    “Hence, AR developed using this framework has the potential to enhance student motivation and create effective AR learning experiences for students.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The five constructs identified by teachers are sufficient to develop an AR framework that enhances student motivation.
    • Rests on an assumption: Teachers' self-reported perceptions accurately reflect the actual requirements for an effective AR framework.

  • May combine two claims.

    Study design and conductown data

    The Cronbach's alpha values for the constructs were all above 0.9, ranging from 0.934 for AR development tools to 0.977 for instructional design.

    “Table 2 shows the Cronbach's alpha values for these constructs are all above 0.9, indicating a high level of reliability.Specifically, the Cronbach's alpha values range from 0.934 for AR development tools to 0.977 for instructional design.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    AR-based game applications are useful in the learning atmosphere, with potential to enhance problem-solving, exploration, and students' conduct.

    “Thus, the AR-based game applications have been proven to be rather useful in the learning atmosphere as the application holds the potential of enhancing problem-solving, exploration as well as the students' conduct.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    It is imperative for teachers to master these elements of technology skills to develop AR.

    “Therefore, it is imperative for teachers to master these elements of technology skills to develop AR.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    Existing AR frameworks do not emphasize learning theory.

    “However, the existing AR framework does not emphasize the learning theory which is the lifeblood of education.”
    Quote in the paperNot a substantial claim
39 of 39

  • The paper relies on this without support.

    The five constructs identified by teachers are sufficient to develop an AR framework that enhances student motivation.

    “Hence, AR developed using this framework has the potential to enhance student motivation and create effective AR learning experiences for students.”

  • The paper relies on this without support.

    Teachers' self-reported perceptions accurately reflect the actual requirements for an effective AR framework.

    “The respondents have been selected via purposive sampling, in in which the teachers who have expertise, experience as well as knowledge in the utilization of AR technology were chosen.”

  • The paper relies on this without support.

    The sample of 35 teachers in Kedah is representative of the broader population of teachers who will use the AR framework.

    “Henceforth, about 35 respondents, comprising of teachers from various schools in Kedah, Malaysia who have fulfilled all the criteria were chosen for this research.”

  • The paper relies on this without support.

    Earlier studies have not explicitly addressed the important component in developing a quality AR for teaching and learning.

    “While earlier studies have investigated the use of AR in teaching and learning, they have not explicitly addressed the important component in developing a quality AR for teaching and learning.”

  • The paper relies on this without support.

    The respondents to this study have expertise in the field of IT and experience using AR applications.

    “These constructs are derived from the literature and further confirmed by the respondents to this study based on their expertise in the field of IT and their experiences using AR applications.”
5 of 5

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Gagne citation points to a different author

    Minor

    The text attributes the nine events of instruction to Gagne et al. [29], but reference 29 lists Murat and Gökçe, not Gagne.

  • Open-ended questions assigned to different questionnaire parts

    Minor

    The instrument description places the open-ended questions in Part 3, but the data-analysis section says the open-ended questions were in Part 2.

2 of 2

Cites

The publisher hasn’t deposited this paper’s reference list.

Research works printed but not linked: 12

  1. J. Bergin, "LXD: ten critical differences between LX and UX," The Emerging Learning Design Journal, vol. 6, no. 1, p. 4, 2019.
  2. J Edu & Learn, Vol. 20, No. 1, February 2026: 239-251 250
  3. G. Valarmathie and P. Gopalan, "The study of augmented reality technique in science learning motivation (eSTAR)," M.S. thesis, Universiti Utara Malaysia, Sintok, Malaysia, 2015.
  4. H. W. Rosli, "Augmented reality model for pre-school learning," M.S. thesis, Universiti Utara Malaysia, Sintok, Malaysia, 2013.
  5. A. Fattah, A. A. Gunawan, R. B. Taufik, and H. Pranoto, "Effect of the implementation attractive augmented reality for museums visit," ICIC Express Letters, Part B: Applications, vol. 12, no. 6, pp. 541-548, 2021.
  6. T. H. Chiang, S. J. Yang, and G.-J. Hwang, "An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities," Educational Technology & Society, vol. 17, no. 4, 2014.
  7. J. McKillip, Need analysis: tools for the human service and education. Thousand Oaks, CA: Sage Publications Inc., 1987.
  8. B. M. Ngussa and M. Centre, "Gagne's nine events of instruction in teaching-learning transaction: evaluation of teachers by high school students in Musoma-Tanzania," International Journal of Education and Research, vol. 2, no. 7, pp. 189-206, 2014.
  9. R. C. Richey and J. D. Klein, Design and development research: methods, strategies, and issues. New York: Routledge, 2014.
  10. B. R. Witkin and J. W. Altschuld, Planning and conducting needs assessments: a practical guide. Thousand Oaks, CA: Sage Publications Inc., 1995. J Edu & Learn ISSN: 2089-9823 
  11. M.-A. Mundy, J. Hernandez, and M. Green, "Perceptions of the effects of augmented reality in the classroom," Journal of Instructional Pedagogies, vol. 22, pp. 1-15, 2019.
  12. M. F. S. Tutunea, "Augmented reality-state of knowledge, use and experimentation," The USV Annals of Economics and Public Administration, vol. 13, no. 2, pp. 215-227, 2013.

Cited by

Still being checked.

Related

Authors
Zain, F. M., Kasim, M., Rahman, F. A., & Yaakob, M. F. M.
Affiliations
Universiti Utara Malaysia (MY)
ORCID
Venue
Journal of Education and Learning (EduLearn)
Publisher
Institute of Advanced Engineering and Science
Published
2026-02-01
Volume
20
Issue
1
Pages
239-251
ISSN
  • 2089-9823 (ISSN-L)
  • 2302-9277
DOI
10.11591/edulearn.v20i1.21294
OpenAlex
W7104377161
Semantic Scholar
d899ad4393c09a0bb7944be9db15f310ee3c9e95
Cited by
0
References
0
FWCI
0.00
Type
journal article
Language
en
Open access
Licence
Locations
Journal of Education and Learning (EduLearn) (publishedVersion, cc-by)
Topics
  • Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
  • Physical Sciences › Computer Science › Information Systems › Multimedia Learning Systems
  • Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
Keywords
augmented reality, student motivation, Gagne's nine events of instruction, self-determination theory, instructional design, technological competence, AR applications, technology education, teacher guidelines

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-11-02.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-11-02.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review