Enhancing self-efficacy, attitudes, and motivation via AR in heritage learning

Abstract

This study explores the pedagogical impact of an Augmented Reality (AR) application, "Time Traveler," designed to enhance elementary school students' engagement with Tainan's Japanese colonial architectural culture. The AR system, leveraging interactive 3D model rendering and context-aware information delivery, aimed to improve students' self-efficacy, learning attitudes, and motivation. A quasi-experimental design with pre/post-tests and Analysis of Covariance (ANCOVA) compared an experimental group using the AR instruction against a control group receiving traditional instruction. Results demonstrated that the AR group achieved significantly greater improvements in learning outcomes, motivation, attitudes, and self-efficacy. Qualitative interviews corroborated these findings, highlighting increased student satisfaction, deeper understanding, and enhanced motivation attributed to the interactive and immersive AR experience.