JoWUA

Abstract

Mobile Learning Augmented Reality (AR) Applications are great for immersive-based education since they facilitate learning in any location at any time. Context-aware mobile learning and AR-enabled interaction frameworks have users engage with educational material in real time and personally access information. With a focus on learning technologies in AR education, this review centers on AR integration with the immersive learning environments constructed with pedagogy. For the interactive learning context, AR explanatory frameworks are constructed with the theory of situated learning and the AR theory of constructivism. In order to facilitate cross integration of teaching and learning with AR, several cases were analyzed to identify AR-enabled cross integration frameworks. These cases examined AR pedagogy, and in particular, diverse teaching and learning environments, from which they derived valuable core principles for pedagogically designing AR. Furthermore, the AR application development and design core requirements are specified in the paper: usability, user-centered content customization and adaptation, and educational content obsolescence, as well as technological and infrastructural adoption barriers. In evaluative AR practice, purposeful evaluation methods are central to formulating meaningful evaluative metrics. Findings advocate for transformative educational practices where AR technology is leveraged for innovative bridging between traditional and active learning. This operational guide addresses AR-integrated engagement frameworks and Ubiquitous Learning in the Digital Age. This convergence requires extensive educational design, implementation, and evaluative frameworks related to the use of AR in education, which necessitates a thorough archaeological critique within educational design, implementation pathways, and evaluative frameworks concerning educational AR.