Augmenting the Learning Experience: The ALEX Implementation Framework for Higher Business Education: From Affordances to Implementation

This practice-based thematic PhD in inclusive design and creative technology innovation research entitled “Augmenting the Learning Experience: The A L E X Implementation Framework for Higher Business Education: From Affordances to Implementation” investigates and measures the effectiveness and impact of novel, innovative, immersive augmented reality (AR) enhanced curriculum design on higher education business students’ learning experience. The term “learning experience” incorporates three core components: motivation, engagement, and knowledge acquisition and retention. This thesis narrates previous research conducted in the knowledge area of immersive learning with particular focus on Augmented Reality (AR) in education settings in the context of two underlying theories deemed most relevant for this research, namely 1) Mayer’s science of instruction and multimedia learning (Mayer 2011, 2020) and 2) Koehler and Mishra’s (2009) Technological, Pedagogical, and Technology Knowledge (TPACK) framework.
To address and find answers, this research utilised a mixed method research approach sampling, testing, and measuring data from research participants enrolled in selected undergraduate business modules at this project’s research site, namely University College Dublin’s (UCD) College of Business (CoB). The author utilised Intrinsic Motivation Inventory (IMI) classifications to measure student motivation. In contrast, the University Student Engagement Inventory (USEI) and National Survey of Student Engagement (NSSE) principles are utilised to investigate and demonstrate the impact of AR-enhanced learning on student engagement. The learners’ knowledge acquisition and retention levels were examined by taking respective control group and test group academic performance metrics (learning content assessment components, such as individual essay submissions, group work activities and tasks, and online examinations) into account.
Research findings provide sufficient empirical evidence, deeming
this thesis’ proposed
novel learning approach utilising AR-enhanced learning experiences as educationally
significant. Hence, it can be regarded as an optimum tool to enrich learning experiences
in higher business education. The author proposes an Augmented Learning Experience
(ALEX) implementation framework offering the Higher Education sector’s stakeholders
a unique opportunity to successfully include Augmented Reality Learning Objects
(ARLOs) into their curriculum. Hence, successful ALEX implementation allows
students to engage meaningfully with curriculum material, resulting in higher
motivation, engagement with learning content, and knowledge acquisition.
Consequently, this thesis makes an original and substantial contribution to knowledge in learning and education by introducing an empirically proven, educationally significant, best practice AR Learning Experience (ALEX) implementation framework and associated toolkit for higher business education.