Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course

In this paper, the authors show that augmented reality technology has a positive impact on learning-related outcomes of middle-school Mexican students. However, the impact varies depending on whether students were enrolled in public or private schools. The authors designed an augmented reality application for students to practice the basic principles of geometry, and a similar application which encompasses identical learning objectives and content deployed in a Web-based learning environment. A 2 × 2 × 2 factorial design was employed with 93 participants to investigate the effect of type of technology (web, augmented reality), type of school (private, public), and time of assessment (pre, post) on motivation, and declarative learning. The results show that: (1) there is an interactive effect of type of technology, type of school, and time of assessment when students' achievement scores are measured; (2) students using the augmented reality-based learning environments scored higher in post-test than those using the web-based application; (3) the augmented reality learning environment was more learning effective compared with the web-based learning environment in public schools, but not in private schools; (4) there is not an interactive effect of type of technology, type of school and time of assessment when students' motivation is measured; (5) students from private schools reported higher levels of motivation compared with those from public schools when using the augmented reality learning environment. The research findings imply that in Mexico, augmented reality technology can be exploited as an effective learning environment for helping middle-school students from public and private schools to practice the basic principles of Geometry. The work described in this paper is fully supported by a scholarship from CONACYT (Consejo Nacional de Ciencia y Tecnología) in México and a grant from PRODEP. This work was supported in part by the Spanish project EEE CICYT (TIN2011-28308-C03-01), RESET-UC3M: Reformulando Ecosistemas Escalables Educativos under grant no. CICYT (TIN2014-53199-C3-1-R), by the Madrid Regional Government (eMadrid-CM Project under grant no. P2018/TCS-4307) funded by the Agencia Estatal de Investigación (AEI) and Fondo Europeo de Desarrollo Regional (FEDER), and by the Spanish Ministry of Economy and Competiveness (Smartlet project, grant number TIN2017-85179-C3-1-R) funded by the Agencia Estatal de Investigación (AEI) and Fondo Europeo de Desarrollo Regional (FEDER).