Student Motivation in Augmented Reality-Enhanced Gamified STEM Learning Settings

Against the background of the research-based assumption that student motivation is a key factor for successful teaching and learning processes, the following paper presents results from a study evaluating the role of student motivation in Augmented Reality (AR)-enhanced gamified STEM learning settings. In the study, an international sample of 1988 primary school students and 91 teachers used an AR-enhanced gamified STEM learning app (intervention group) or traditional teaching and learning approaches (control group). Student motivation and performance were assessed in a pre and post test design and teachers' opinions were recorded using online surveys. The results indicate that students and teachers in the intervention group considered the motivational impact of the AR-enhanced gamified app significantly higher, compared to the ratings for alternative media in the control group. The product-moment correlation between motivation and further variables, such as student attitudes and self-efficacy, showed significant, medium strong results which are comparably high in intervention and control group. Only in the intervention group, motivation and learning achievement were correlated. Students and teachers in the intervention group tended to agree on the motivational impact of the study phase while a correlation between the opinions of teachers and students in the control group could not be confirmed. Overall, the study provides evidence of the pedagogical usefulness of AR-enhanced gamified STEM learning applications in terms of supporting student motivation, based on findings from a large international sample.