Augmented Reality for Collaborative Learning: Enhancing 21st-Century Competencies in Indonesian Design Education
Keywords:
Immersive Learning; AR in Education; Collaborative Learning; Pedagogical Framework; Indonesian Design Education.Abstract
Educators currently face the challenge of innovating learning spaces and instructional methodologies with technology to provide their students with 21st-century competencies (collaboration, problem-solving, creative, and critical thinking). Augmented Reality (AR) technology has been shown to positively influence student engagement, but its effectiveness and sustained use still require further investigation. This is also an issue in Indonesian tertiary education, where large classes and a lack of pedagogical support hinder the design of effective technology-supported classrooms. This study investigated the integration of AR technology within a collaborative learning environment, based on Gagne’s Nine Events of Instruction as the theoretical framework, and was presented to 50 design students at an Indonesian university. A convergent mixed-method research design was employed, and data were collected using a structured survey, open-ended questions, and student feedback. Descriptive analysis yielded five key areas of student learning experiences: 1) Collaboration and Teamwork, 2) Creativity, Critical Thinking, and Problem-Solving, 3) Knowledge Construction, 4) Enjoyment, and 5) Augmented Reality in the Learning Process. Pearson’s correlation coefficient analyses showed strong and positive relationships among all five constructs and were closely aligned with Gagne’s Nine Events of Instruction. The resulting ARCLE framework is proposed as a replicable model for integrating AR into emerging educational contexts and cultivating 21st-century competencies in learners in Indonesian design-based education.
https://doi.org/10.26803/ijlter.24.11.10
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