The Synergy of Augmented Reality with the Flipped Classroom Structure and Its Impact on Learning Engagement among Higher Education Students
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| Title: | The Synergy of Augmented Reality with the Flipped Classroom Structure and Its Impact on Learning Engagement among Higher Education Students |
|---|---|
| Language: | English |
| Authors: | Majed Abdallah Alharthi (ORCID |
| Source: | International Journal of Technology in Education. 2026 9(2):326-342. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Simulation, Simulated Environment, Physical Environment, Synthesis, Flipped Classroom, Higher Education, College Students, Foreign Countries, Program Effectiveness |
| Geographic Terms: | Saudi Arabia |
| ISSN: | 2689-2758 |
| Abstract: | The synergy between augmented reality (AR) and the flipped classroom model plays a pivotal role in developing modern learning methods and enhancing student engagement within university learning environments. Higher education learning environments often involve cognitive and skill-based challenges that require a high degree of active and continuous student engagement in educational activities. Therefore, this study aimed to examine the impact of AR synergy with the flipped classroom model on increasing student engagement in higher education by comparing the effectiveness of a learning environment based on AR synergy with one based solely on the flipped classroom model. The study employed a quasi-experimental design with two experimental groups of 60 preparatory year students at University of Jeddah, randomly assigned to each group. The first experimental group (30 students) studied within a learning environment based on AR synergy and the flipped classroom model, using the Edpuzzle platform for pre-class activities and the Zappar application for implementing AR activities within the classroom. The second experimental group (30 students) studied the same content using the traditional flipped classroom model with regular classroom activities, without the use of augmented reality. The Learning Engagement Scale, with its three dimensions (behavioral, cognitive, and affective), was used after its validity and reliability were verified to measure the impact of the proposed model on enhancing student engagement. The results showed that the group studying in the synergistic environment combining augmented reality and flipped classrooms outperformed the other group in all dimensions of engagement, reflecting the effectiveness of this integration in raising levels of active participation, attention, motivation, and positive engagement with the learning process. These results indicate that the synergy between augmented reality and flipped classrooms represents a promising approach in developing university teaching strategies, as it integrates prior self-directed learning with immersive, interactive classroom experiences, thus contributing to the creation of stimulating learning environments that foster deep and sustained engagement in learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506428 |
| Database: | ERIC |
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