Augmented Reality as a Tool for Enhancing Education: Influencing Pedagogical Practices in Immersive Settings

This thesis explores how Augmented Reality (AR) can transform traditional educational practices by creating engaging, interactive, and adaptive learning experiences—especially for neurodiverse students. Through systematic literature reviews, theoretical models, and the design of prototype applications, the research addresses how AR can be harnessed to support reading comprehension, pronunciation accuracy, and behavioral learning in immersive educational settings. Drawing on frameworks such as the Technology Acceptance Model (TAM) and evidence from pilot evaluations, the thesis demonstrates that AR interventions enhance motivation, improve skill acquisition, and foster more inclusive classrooms. A core focus involves neurodiverse populations, whose varied cognitive profiles often require tailored, multi-sensory teaching tools. The thesis introduces two custom AR applications: the Vowel Trainer, which provides real-time speech feedback to improve phoneme pronunciation, and EduVision, an immersive reading platform that pairs context-rich storylines with eye-tracking data to assess comprehension and engagement. Empirical findings highlight significant gains in learner performance and satisfaction, emphasizing the importance of intuitive interfaces, context-aware feedback, and the repeated use of target vocabulary across both tools. While the results affirm the promise of AR-based learning, the thesis also identifies practical barriers—high hardware costs, ethical concerns (particularly around learner privacy and data governance), and the need for professional training—and proposes solutions for broader, sustainable implementation. By integrating theoretical insights, system design principles, and empirical validations, this thesis offers a comprehensive roadmap for leveraging AR to enhance educational equity, learner engagement, and measurable learning outcomes.