Citation

Mahendru, Nazi (2025) Framework for enhancing students collaborative learning experiences within an augmented reality supported experiential learning environment. PhD thesis, Multimedia University.

Full text not available from this repository.

Abstract

The transformation of higher education in the 21st century demands instructional models that are flexible, engaging, and aligned with both technological advancements and evolving learner expectations. However, a significant mismatch persists between traditional pedagogical practices and the needs of today’s digitally native learners. This gap has resulted in declining student motivation, limited peer collaboration, underdeveloped life and career readiness, and insufficient higher-order thinking skills. The disruption caused by the COVID-19 pandemic further amplified these challenges, as educational institutions transitioned abruptly to online learning environments, revealing shortcomings in content delivery, student engagement, and technology integration. This research was conceived in response to these ongoing challenges. It aims to address four core objectives: to redesign classroom learning into an enhanced, collaborative, AR-supported experience-based environment; to investigate students’ perceptions of an AR-based experiential learning classroom; to examine the impact of an AR-supported collaborative experiential practices on student learning experiences; and to develop a comprehensive framework that supports enriched student learning through immersive technologies. These objectives were derived from a deep examination of existing research gaps, including the lack of integrated 21st-century skills such as collaboration, creativity, communication, and critical thinking; the continued reliance on passive, teacher-centric pedagogies; minimal student initiative and engagement in learning environments; and the general absence of effective curriculum models that foster autonomy and immersive learning experiences. The study employed a convergent parallel mixed-methods approach to capture a holistic view of the student learning experience. Quantitative data were gathered through surveys from a sample of 220 undergraduate students and analyzed using exploratory factor analysis (EFA), revealing five critical factors underpinning effective experiential learning: Immersive Experience, Empowered Thinking, Dynamic Collaboration, Conceptual Action, and Abstract Reasoning. Simultaneously, qualitative data were collected through open-ended survey questions, student reflections, and interviews. Thematic analysis using NVivo software revealed ten main themes that offered deeper insights into learners’ experiences: Technology-Supported Learning, Deep Learning Experience, Hands-on Work, Industry-Relevant Project Experience, Real World Relevance, Lifelong Learning, Concrete Understanding, Ideation and Innovation, Future Job-Ready Skills, and Intellectually Stimulating learning environments. The triangulation of quantitative and qualitative findings confirms that integrating experiential, collaborative, and technology-enriched learning strategies significantly enhances the overall quality of education. Students demonstrated greater motivation, deeper conceptual understanding, and improved readiness for real-world tasks and careers. Importantly, the findings underscore that when learners are empowered with meaningful tasks and given the tools to engage interactively with their peers and content, the outcomes extend beyond academic performance—they develop essential life skills, confidence, and a sense of purpose in their learning. These findings led to the development of the EBLARE Framework— Experience-Based Learning in an Augmented Reality Environment. This framework brings together the core pillars of experiential learning, collaborative engagement, technology immersion, reflection, and learner empowerment. It advocates for realworld, problem-based tasks supported by augmented reality and other digital tools to simulate professional contexts and foster creativity. Within the framework, students take ownership of their learning journey, navigating project-based assignments, peerled activities, and reflective assessments that promote autonomy and confidence. EBLARE is a pedagogical response to the gaps identified in the study, offering a robust structure for educators to implement student-centered, immersive learning environments that are responsive to current and future educational challenges.

Item Type:	Thesis (PhD)
Additional Information:	Call No.: QA76.9.A94 .N39 2025
Uncontrolled Keywords:	Augmented reality
Subjects:	Q Science > QA Mathematics > QA71-90 Instruments and machines > QA75-76.95 Calculating machines
Divisions:	Faculty of Creative Multimedia (FCM)
Depositing User:	Ms Nurul Iqtiani Ahmad
Date Deposited:	19 Jan 2026 06:00
Last Modified:	19 Jan 2026 06:00
URII:	http://shdl.mmu.edu.my/id/eprint/15196

Downloads

Edit (login required)