Enhancing Pedagogical Design through Students’ Engagement in Augmented Reality Learning: Evidence from a Validated Cognitive–Affective Framework
Keywords:
Augmented Reality; Student Engagement; Cognitive–Affective Framework; Pedagogical Design; Multimedia LearningAbstract
This study explored how students’ engagement in augmented reality (AR)-based textbook learning can inform effective pedagogical design through a validated cognitive–affective framework. Grounded in the cognitive theory of multimedia learning (CTML) and the technology continuance theory (TCT), the research examined how cognitive and emotional factors jointly shape students’ engagement and their sustained intention to learn with AR. A quantitative survey involving 100 secondary students was conducted to validate six key constructs: visual attraction, knowledge capability, situational experience, attitude, satisfaction, and continuance intention. Exploratory factor analysis (EFA) confirmed the reliability and theoretical coherence of the model. The findings revealed that meaningful AR learning arises when multimedia design supports cognitive processing while emotional satisfaction sustains motivation. The validated framework provides educators and curriculum developers with practical guidelines for designing AR-enhanced textbook materials that balance mental effort and emotional engagement. This study contributes empirical evidence and pedagogical insight into how AR technology can enrich classroom learning through both cognitive effectiveness and affective fulfilment.
https://doi.org/10.26803/ijlter.25.1.21
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