Rahul Sharmar, Priya Patel

Exploring the Integration of Augmented Reality in Programming Education to Enhance Student Engagement in High Schools

Introduction

Exploring the integration of augmented reality in programming education to enhance student engagement in high schools. Explore Augmented Reality (AR) in high school programming education. Discover how AR significantly boosts student engagement, understanding, and performance for educators.

Abstract

The integration of Augmented Reality (AR) in programming education has emerged as a promising approach to enhance student engagement and learning outcomes, particularly in high school settings. This study investigates the effectiveness of AR-based learning tools in improving students' understanding of programming concepts and fostering critical thinking skills. Using a mixed-methods approach, the research involved 60 high school students divided into an experimental group (using AR tools) and a control group (following traditional methods). Data was collected through surveys, classroom observations, performance assessments, and qualitative interviews. Results indicate that the experimental group demonstrated significantly higher levels of engagement, with 85% reporting increased interest in programming compared to 60% in the control group. Additionally, the experimental group outperformed the control group in both theoretical knowledge and practical application, scoring 25% higher on quizzes and completing tasks 20% faster. Qualitative feedback highlighted the immersive and interactive nature of AR as key factors in enhancing learning experiences. However, challenges such as technical difficulties and the need for teacher training were also identified. The findings suggest that AR can effectively bridge the gap between theoretical knowledge and practical application, making it a valuable tool for programming education. This study provides insights for educators and policymakers on integrating AR into curricula and highlights the importance of addressing technical and training barriers to ensure successful implementation.

Review

This study offers a timely and relevant exploration into the integration of Augmented Reality (AR) in high school programming education, aiming to enhance student engagement and learning outcomes. Employing a robust mixed-methods approach, the researchers effectively compared an experimental group utilizing AR tools with a control group following traditional methods. The findings are compelling, indicating significantly higher engagement, improved theoretical knowledge, and faster practical application among students using AR. The qualitative data further reinforces these benefits, highlighting the immersive and interactive nature of AR as a key driver for enhanced learning experiences. Overall, the research successfully demonstrates AR's potential as a valuable pedagogical tool to bridge the gap between abstract programming concepts and their practical application. One of the significant strengths of this study lies in its comprehensive methodology. The use of surveys, classroom observations, performance assessments, and qualitative interviews provides a rich and triangulated view of the intervention's impact, strengthening the credibility of the reported outcomes. The quantitative results, such as the 25% higher quiz scores and 20% faster task completion in the AR group, offer clear and measurable evidence of effectiveness. Furthermore, the explicit identification of AR's immersive and interactive qualities as key factors for engagement provides valuable insights for educators seeking to implement similar technologies. The study's clear call for addressing technical and training barriers is also a commendable aspect, grounding its ambitious vision in practical considerations for successful integration. Despite its valuable contributions, the study also presents areas for further exploration and refinement. While the identified challenges of technical difficulties and the need for teacher training are crucial, the abstract could benefit from elaborating on the specific nature of these challenges to provide more actionable insights. For instance, what specific technical hurdles were encountered? Additionally, while the study reports on enhanced understanding and practical application, a more explicit discussion or measure of "critical thinking skills," as stated in the objective, would further strengthen its claims. Future research could also benefit from a larger and more diverse sample size, a longer intervention period to assess sustained impact beyond novelty, and a detailed description of the specific AR tools employed to enhance replicability and generalizability of the findings across different educational contexts.

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