Abstract:

Augmented Reality (AR) is a potential new aid in education as it has the ability to enhance student engagement towards the content of any subject. The computer technology in AR allows the users to combine the physical and the virtual world. The involvement of AR in higher education is widely researched and rapidly evolved but underutilised. Teaching history courses with the conventional method in a class can be very challenging, especially to get the student engagement. The conventional method used in class not only limits the student reception and comprehension but also made them into passive students. Learning through AR results in functional knowledge transfer to students as it includes exploration of practical and theoretical knowledge. This research aims to examine student engagement in learning animation history course by using AR. Qualitative method was used by approaching the students of animation history as the focus group in order to examine their engagement, attention, and interest based on Constructivism Learning Theories. As a result, AR enhances student engagement in Art History class, through active and constructive learning. The digital content in AR improves the learning condition as well as promotes and supports exploratory behaviour with multiple modes of presentation such as textual information assisted with video and audio, 3D interactivity, peer interaction and coaching