Exploring the Lived Learning Experiences with Augmented Reality among STEM Students in Higher Education: An Interpretative Analysis
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Abstract
Augmented reality (AR) is increasingly used in STEM education to create immersive learning, yet most studies emphasize technical and pedagogical aspects rather than learners’ meaning-making processes. The research gap lies in understanding how early users of AR construct cognitive, emotional, and social interpretations within AR-based environments. This study addresses that gap by applying an interpretative approach to explore STEM students’ lived experiences with AR. Semi-structured interviews with ten early adopters were analyzed, revealing four key themes: immersive cognitive engagement, emotional ambivalence, perceived social disconnection, and redefined learner identity. The findings demonstrate that AR not only influences knowledge acquisition but also reshapes students’ motivation, self-perception, and agency. These insights provide practical implications for designing AR tools that move beyond content delivery to support holistic learner development.
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