Influence of different form of multimedia on motivation and topic perception in augmented reality learning experiences

It has been widely proven that Augmented Reality (AR) brings numerous benefits in learning experiences, including enhancing learning outcomes and motivation. However, not many studies investigate how different forms of multimedia help in motivating students in AR learning experiences. Instead of examining whether AR can be used in education to motivate students, our research focused on investigating how and when AR learning experiences influence motivation when integrated with multimedia learning. A between-subjects 2 × 3 factorial design was employed in this study. The first factor was the type of AR (static-AR or animated-AR), and the second factor was the modality of the description (concurrent narration-text, text only, or narration only). Six experimental conditions were designed, each equipped with different versions of AR learning applications with various combinations of multimedia formats. One hundred and forty-four computer science and information technology undergraduate students (70 males and 74 females) were randomly assigned to one of the six experimental conditions. Data collection was conducted with questionnaires, and data were analyzed using univariate analysis of variance (ANOVA). Results show that attention and satisfaction subscales of the ARCS motivational model can be enhanced with 3D animation implemented in AR. Descriptions delivered with concurrent narration and written text in AR are effective in enhancing motivation as well. Besides, participants’ perceived understanding and interest in learning the topic increased after AR learning experiences.

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