Examining perceptions of utilizing augmented reality in hybrid learning environment: instructors and students perspectives

Abstract

Purpose This study aims to explore the perceptions of language learners and instructors on using augmented reality (AR) in a hybrid learning environment. Design/methodology/approach Mixed-method research design was used to elicit information from 62 participants on the study’s objective. Data were collected and analyzed to examine the participants’ views on using AR in language teaching in a hybrid environment. Findings This study unveils that while most studies acknowledge AR as an effective instructional delivery, students and instructors perceive some setbacks. Other novel insights provided by this study reveal necessities to consider before implementing AR in classroom settings. Research limitations/implications This study provides insights into the widely reported effectiveness of AR in the English language-teaching domain. This study suggests that considering the dispositions of learners and instructors toward digitally enhanced learning, using AR without good teaching practices and approaches may not yield expected learning outcomes. Originality/value This study advances scientific knowledge on the use of AR in hybrid learning models by providing empirical evidence to show the perceived effectiveness of AR. It further provides a robust understanding of the pedagogical implications of using AR in classroom settings drawing from diverse lenses. This helps ensure that educational settings that integrate AR consider the novel findings of this study before such implementation.