An Empirical Study of Immersive Learning Using Desktop Augmented Reality in Thai Primary Education
The study investigated how immersive learning environments could be used to encourage student engagement and reuse intentions by integrating desktop augmented reality (AR) into the classroom among primary school students.
This paper addresses the potential applications of immersive technology for younger learners and understanding in Thai primary education by exploring the implementation of desktop AR as an immersive learning tool. Despite the potential benefits of immersive learning and the development of immersive learning systems for older learners, investigating immersive learning tools for younger learners has lagged behind technological development. This can be attributed partly to the cost and technical form of early immersive technologies.
By conducting a multi-stage research and development that evaluates the practical application of desktop AR in a classroom setting on student engagement and reuse intention, the study used an explanatory sequential mixed methods research design, pairing an experimental trial and survey with expert interviews. A desktop-based AR software application designed to teach science was developed based on standard curricula and materials for the appropriate age group. The trial and survey were conducted among Grade 6 students in three primary schools (n=480).
This research has academic, practical, and policy implications. The academic contribution of the research lies in the linkage of the 5E instructional framework and immersive learning. The research’s practical application lies in the development and commercialization of an immersive learning application targeted to the specific needs of primary school students in Thailand. The research’s policy contribution lies in its illustration of the potential of immersive learning for the classroom. By conducting research into immersive learning at the primary level, the researcher can provide information to policymakers refining the national core curriculum to meet the needs of 21st-century learning in Thailand. While this is only one data point in the revision of a large curriculum, this kind of information could help promote advanced learning in similar emerging countries.
The survey findings revealed that presence and embodiment did not significantly influence user engagement, but enjoyment and novelty did have a significant influence. Enjoyment, novelty, and user engagement had a significant effect on reuse intentions for the software. Expert interviews were conducted with science teaching experts from three primary schools. Their views of the software were positive, but practical implementation issues, such as the cost of the software, were noted. The implications of the study include differences between younger and older learners in user engagement and that there may be practical limitations on the implementation of immersive learning at the primary level.
The study contributes pragmatically by illustrating both the value that immersive learning could provide at the primary level and the limitations of implementing immersive learning. Furthermore, the study suggests that desktop-based immersive learning may not be as engaging as mobile device-based immersive learning.
The study has contributed to the literature by investigating immersive learning in a relatively unusual group. It has shown that primary learners may be different in terms of the factors in their engagement and what determines their reuse intentions for technology than older learners.
The integration of desktop AR in Thai primary education has the potential to transform educational practices and outcomes by enhancing student engagement and understanding through immersive learning experiences. AR can help bridge educational gaps, particularly in underserved regions. This technology encourages active participation and collaboration among students, fostering critical thinking and problem-solving skills essential for the 21st century. Furthermore, as students become more adept at using advanced technologies, they are better prepared for future workforce demands, contributing to a more skilled and innovative society. Ultimately, the successful implementation of AR in education can lead to a more informed and capable citizenry, driving social progress and economic development.
Additional research into how younger students engage with immersive learning environments would be appropriate to understand better some of the different findings that occur when younger students are investigated. Another opportunity for further research is the comparison of desktop-based vs mobile-based to evaluate different effects on user engagement and learning outcomes.
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