Integrating Augmented Reality for Enhanced Library Science Education Engagement

Thesis Abstract

The rapid advancement of information and communication technologies has transformed educational paradigms, emphasizing the need for innovative teaching methodologies in library science education to enhance student engagement and learning outcomes. This study investigates the integration of augmented reality (AR) technologies as a pedagogical tool to foster interactive and immersive learning environments within library science curricula. The primary aim is to evaluate the effectiveness of AR-based interventions in increasing student engagement, comprehension of complex concepts, and practical skills development. Specific objectives include assessing students' perceptions of AR tools, measuring cognitive and affective learning outcomes, and identifying best practices for integrating AR into library science education. Employing a mixed-method research design, the study combines quantitative and qualitative approaches for comprehensive analysis. The population comprises second- and third-year library science students enrolled at a major university, totaling 250 students. A stratified random sampling technique was used to select a sample of 120 students for quantitative data collection, supplemented by purposive sampling to conduct focus group discussions with 30 students for qualitative insights. Data collection instruments include validated Likert-scale questionnaires measuring engagement, motivation, and self-efficacy, as well as pre- and post-test assessments of conceptual understanding. Additionally, semi-structured interview protocols are employed to gather in-depth perceptions and experiences related to AR integration. Data analysis involves descriptive statistics and inferential techniques such as t-tests and ANOVA to compare pre- and post-intervention outcomes. Multiple regression analysis is utilized to determine the predictive power of AR engagement on learning achievement, while thematic analysis of qualitative data uncovers emergent themes regarding usability, perceived benefits, and challenges of AR in educational contexts. The theoretical framework underpinning the study is built upon Vygotsky’s Social Constructivism, emphasizing collaborative and experiential learning, and the Technology Acceptance Model (TAM), which explores user acceptance and perceived ease of use of AR technologies. It is anticipated that the findings will reveal statistically significant enhancements in student engagement, motivation, and comprehension following the adoption of AR tools, with qualitative data illustrating positive perceptions but also highlighting practical challenges such as technical issues and resource constraints. The study is expected to contribute novel insights into the pedagogical efficacy of AR in library science education, expanding existing literature by providing empirical evidence of its impact in higher education settings. Moreover, the research offers a conceptual model delineating best practices for integrating AR, which practitioners can adopt to optimize instructional strategies. In conclusion, the integration of augmented reality technologies presents a viable pathway toward revitalizing library science education by fostering engaging, interactive, and experiential learning environments. The findings will inform curriculum designers, educators, and policymakers on effective implementation strategies and technological considerations. Recommendations include scalable deployment of AR tools grounded in user-centered design principles, ongoing faculty professional development, and further research into long-term learning impacts. The study underscores the imperative for embracing innovative ICT solutions in higher education to meet evolving pedagogical demands and enhance student learning experiences in library and information science disciplines.