AUGMENTED REALITY FIELD EXPERIENCES IN LOCAL HISTORY EDUCATION - STUDENT ENGAGEMENT AND HISTORICAL UNDERSTANDING AMONG HIGHER SECONDARY STUDENTS

Abstract

This study examined the impact of AR field experiences on student engagement and historical understanding among 150 higher secondary students (Grades 11–12) in Tamil Nadu, India. Using a mixed-method survey design, quantitative data assessed engagement levels and comprehension gains, while qualitative insights explored experiential learning perceptions. Results indicated significantly higher engagement (M=4.2, SD=0.38) and historical understanding (M=4.0, SD=0.42) in AR cohorts versus traditional methods (engagement: M=3.1, SD=0.51; understanding: M=3.0, SD=0.49), regarding to gender, age, school management type, and medium of instruction impacts were rejected (p<0.05), confirming AR’s universal efficacy. Thematic analysis revealed enhanced spatial-temporal connectivity and critical inquiry. Findings advocate integrating AR into history curricula to democratize access to immersive learning.

Keywords: Augmented reality, local history education, student engagement, historical understanding, higher secondary education, experiential learning, survey research.