Augmented reality in enhancing learning motivation among Orang Asli primary students in non-formal settings in Pahang, Malaysia

The issue of low learning motivation among Orang Asli primary school students in Pahang, Malaysia, has contributed to high dropout rates despite various government interventions. Socio-economic challenges and a lack of effective pedagogical approaches have exacerbated this problem, highlighting the need for innovative tools to engage these students. This study explores how augmented reality (AR), specifically the English vocabulary learning application ARvid, can enhance learning motivation among Orang Asli students in nonformal learning settings. Guided by the ARCS model (Attention, Relevance, Confidence, and Satisfaction), the study examines the impact of ARvid on learning motivation in non-formal learning contexts. Data were collected through in-depth interviews and observations with five Orang Asli students and analyzed using thematic analysis to identify key themes. The findings reveal that ARvid helps increase student engagement, improve technology acceptance, and connect lessons to real-world experiences. Additionally, the application boosts self-confidence, self-esteem, and fosters higher learning motivation among students. The findings suggest that AR-based interventions have the potential to significantly enhance learning motivation among marginalized student populations, such as Orang Asli. This study provides actionable insights for educators and policymakers, encouraging the integration of AR into non-formal learning settings as an engaging and innovative tool. Recommendations also emphasize the importance of teacher training in AR technologies to ensure effective implementation, and the development of culturally relevant AR content that resonates with Orang Asli students. These efforts align with the United Nation’s Sustainable Development Goals (SDG) 4: Quality Education and SDG 10: Reduced Inequality, promoting inclusive educational practices and providing a scalable approach to tackling learning motivation challenges in rural communities. Further research is needed to explore the sustainability and long-term effects of AR interventions in various educational and cultural contexts.

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