How can Augmented Reality (AR) be utilized by university students for enhancing self-directed learning?

The objective of this study is to explore the role of AR in self-directed learning among university students and to identify UX principles for designing AR-based educational tools. This research will employ a mixed-methods approach, combining A/B testing, surveys, and interviews to gain insights into students’ study habits, their receptiveness to AR-based learning, and the key UX considerations for AR integration.

Friday, May 23 - Semester 3 Preparation

In semester 2, two interviews were conducted with MTU Creative Digital Media students. In the early stages of semester 3, interviews need to be conducted with lectures understand technology in education from the educators perspective. This is important as it will inform the next stage of research and prototype development for A/B testing as well as provide insights into multidisciplinary study habits.

Questions for lecturer interviews:

  1. Could you briefly explain your role as a lecturer and the area you teach?
  2. Can you describe how students in your discipline typically engage in self-directed learning? (clarify self-directed learning)
  3. What are some common challenges, if any, do your students face when learning independently?
  4. In your experience, what kinds of learning materials or methods improve student engagement outside of class?
  5. Have you ever used or explored digital tools or AR in your teaching? If so, what were the results? (clarify AR)
  6. What types of course content do you think would benefit most from being visualized or simulated in AR?*
  7. What concerns might you have about students using AR tools independently?
  8. How would you assess the effectiveness of a learning tool like AR in your teaching?
  9. If an AR tool was developed to support SDL in your course, what features would you consider essential?
  10. Would you be open to contributing feedback during the development of an AR prototype?

These question may need to be adjusted or changed, however, they bridge pedagogy and UX by drawing on lecturers’ insights into both content and student behavior. They’re designed to be broadly applicable across disciplines, avoiding niche terminology, while also providing input for prototyping decisions such as content format and personalization.