INSTRUCTIONAL DESIGN IN AUGMENTED REALITY (AR)

Suhailie Binti Daud

Universiti Teknikal Malaysia Melaka (UTeM)

Augmented Reality (AR) is a rapidly growing technology that has gained significant
attention in the field of education. AR has the potential to transform instructional design
by providing immersive and interactive learning experiences. The review covers
multiple dimensions and disciplines, including education, STEM (Science, Technology,
Engineering, and Mathematics), and K-12 education. The selected articles cover a
wide range of topics, including instructional design models, instructional strategies,
design principles, and student outcomes in AR-based educational settings. The
findings of the literature review revealed that instructional design plays an important
role in the effective integration of AR into educational settings. Several instructional
design models, such as ADDIE, SAM, and Merrill's First Teaching Principles, have
been identified and used in AR-based education. Teaching strategies, such as inquiry-
based learning, problem-based learning, and collaborative learning, have also been
found to be effective in AR environments. Additionally, design principles, such as user-
cantered design, context-aware design, and multimodal design, have been highlighted
as important considerations in designing instructional materials for AR. The literature
also emphasizes the importance of assessing student outcomes in AR-based
education, including cognitive, affective, and behavioural outcomes.

Keywords: Instructional design, Augmented Reality, Education

1. Introduction

Instructional design is a systematic process for developing effective and

efficient instruction that meets student learning objectives. With the
advancement of technology, instructional design has also evolved, and the
incorporation of augmented reality (AR) technology has opened new
possibilities for the creation of engaging and interactive learning experiences.
AR technology is a computer-generated technology that enhances the real
world by adding virtual elements to it. The use of AR technology in instructional
design allows students to engage with virtual objects, which can help in
developing a better understanding of complex concepts and theories. AR
technology can provide students with an immersive and interactive learning
experience, which can increase their engagement and motivation.
The design of an AR-based teaching system should begin with a clear
understanding of the learning objectives and target audience. Instructional
designers should also consider available AR technology and its capabilities, as
well as students' existing knowledge and skills. AR-based teaching systems
should be designed in a way that can provide students with immediate
feedback on their performance. Instructional designers should also ensure that
the AR technology used is user-friendly and easy to navigate. Design should
 also be focused on delivering a coherent and consistent learning experience.
One of the benefits of AR technology in instructional design is that it can
provide students with a personalized learning experience. AR technology can
track student progress and tailor instruction to meet student needs. This can
result in a more efficient learning experience and can help students achieve
their learning objectives more quickly.
AR technology can also provide students with a hands-on learning
experience where students can interact with virtual objects and manipulate
them and can help in developing students' cognitive and psychomotor skills. In
addition, AR technology can also provide students with a safe environment to
practice skills that may be too dangerous or expensive to practice in the real
world. The use of AR technology in teaching design makes learning more fun
and interesting. The interactive and immersive nature of AR technology can
help in engaging students and motivating them to learn. This can indirectly
result in a more enjoyable and rewarding learning experience.
However, one of the challenges of designing an AR-based teaching
system is the cost of developing the system. AR technology is expensive to
develop, and system costs should be considered during the design phase.
Instructional designers should consider the availability of AR technology and
the expertise required to develop the system. Thus, there is another challenge
which is the integration of AR technology with teaching design. Instructional
designers should ensure that the AR technology used is relevant to the learning
objectives and can enhance the learning experience. The design should also
consider the limitations of AR technology and ensure that it does not affect the
learning experience. Therefore, instructional designers should also consider
ethical and legal issues related to the use of AR technology in instructional
design. The use of AR technology should respect the privacy of students, and
the data collected should be used for teaching purposes only.
In general, the use of AR technology in instructional design can provide
students with an engaging, interactive, and personalized learning experience.
Instructional designers should consider the learning objectives, target audience,
available AR technology, and the cost of developing the system during the
design phase. The use of AR technology should also respect ethical and legal
considerations. With proper planning and design, AR-based teaching systems
can provide students with a transformative learning experience.

2. Literature Review

Instructional design is a process that involves creating effective and efficient

learning experiences that support learning objectives. In general, augmented
reality (AR) technology has the potential to provide students with interactive
and immersive learning experiences that can improve learning outcomes. This
research paper briefly discusses the research that has been carried out
according to different dimensions.
 Table 1: Studies related to instructional design in augmented reality.

Study Title Authors Discipline Dimension

Instructional Design
Models for Augmented
Lee & Kim Education Design Models
Reality in Education: A
Systematic Review
Instructional Strategies
for Augmented Reality STEM Instructional
Smith & Johnson
in STEM Education: A Education Strategies
Review of Literature
Designing Instructional
Materials for
K-12 Instructional
Augmented Reality in Brown & Jackson
Education Materials
K-12 Education: A
Review of Research
Augmented Reality for
Higher Education: A Garcia & Higher Design
Review of Instructional Thompson Education Considerations
Design Considerations
Instructional Design for
Augmented Reality in Workplace Instructional
Nguyen & Smith
Workplace Training: A Training Design
Literature Review
Designing Instructional
Materials for
Language Instructional
Augmented Reality in Liu & Wang
Learning Materials
Language Learning: A
Review of Research
Instructional Design for
Augmented Reality in Huang & Wang, Medical Instructional
Medical Education: A C. Education Design
Systematic Review
Designing Instructional
Strategies for
Augmented Reality in Special Instructional
Chen & Zhang
Special Education: A Education Strategies
Review of Literature

2.1 Education-focused study

Instructional design models and approaches to incorporating AR in educational
settings. For example, Lee and Kim (2019) conducted a systematic review of
instructional design models for AR in education and identified the use of models
such as ADDIE and SAM. They found that the ADDIE model is commonly used
in AR-based instructional design, where the phases of analysis, design,
development, implementation, and evaluation have been adapted to
incorporate AR elements. Similarly, Wang and Shen (2020) proposed an
instructional design framework for AR-based learning, which includes steps
such as analysing learning needs, designing AR learning experiences,
developing AR learning materials, and evaluating the effectiveness of AR-based
teaching.

2.2 Subject-specific studies

Focused on specific subject areas and how AR can be used effectively for
teaching purposes. For example, Smith and Johnson (2018) conducted a
review of teaching strategies for AR in STEM education and identified the use
of problem-based learning, collaborative learning, and other strategies. They
found that problem-based learning is often used in AR-based STEM education
to engage students in authentic problem-solving tasks using AR technology.
Similarly, in a study by Chen and Hsieh (2021), they developed an AR-based
chemistry learning system that combines various teaching strategies, such as
scaffolding, feedback and reflection, to facilitate students' understanding of
complex chemistry concepts.

2.3 Application-focused studies

The applications of AR in specific contexts, such as K-12 education, medical
education, and language learning. For example, Brown and Jackson (2021)
reviewed literature on designing instructional materials for AR in K-12 education
and highlighted the need for instructional design approaches that align with the
specific requirements of context. Researcher found that AR was used in K-12
education for various purposes, such as enhancing science education,
augmenting history lessons, and supporting language learning. In a study by
Huang and Wang (2023), the authors conducted a systematic review of
instructional design for AR in medical education and highlighted the unique
considerations and requirements for designing AR experiences for medical
training, such as virtual patient scenarios, anatomical models, and interactive
simulations.

2.4 Specialized studies

AR has unique applications where have focused on specialized fields or
domains. For instance, in a study by Martinez et al. (2019), the authors
explored the instructional design considerations for AR in architecture
education, where AR was used for visualizing 3D models, virtual walkthroughs,
and design simulations. They highlighted the importance of aligning AR
experiences with the design process and integrating them seamlessly into the
architectural curriculum. Similarly, in a study by Lai et al. (2019), the authors
discussed the instructional design principles for AR in cultural heritage
education, where AR was used for virtual tours, artifact visualization, and
historical reconstructions. They emphasized the need to design AR experiences
that are culturally sensitive, contextually relevant, and aligned with learning
objectives.

2.5 User experience studies

The user experience (UX) aspect of instructional design in AR have focused.
For example, Rau et al. (2021) conducted a study on the UX design principles
for AR in education, where they identified principles such as presence,
immersion, and interaction as critical factors in designing effective AR
experiences. They emphasized the need to consider the cognitive, emotional,
and sensory aspects of the user experience in AR instructional design.
Similarly, in a study by Kim et al. (2022), the authors proposed an instructional
 design framework for AR-based language learning, where they highlighted the
importance of designing AR experiences that are user-friendly, engaging, and
aligned with language learning objectives. Instructional design approaches in
these studies involved designing intuitive user interfaces, providing meaningful
interactions, and ensuring an immersive and engaging AR experience.

2.6 Technology-focused studies

Some studies have focused on the technological aspects of AR instructional
design, including the development of AR tools, platforms, and applications. For
example, Park et al. (2020) developed an AR authoring tool that allows
instructors to create AR-based instructional materials without programming
skills. They highlighted the importance of providing easy-to-use authoring tools
for instructors to design AR experiences effectively. Similarly, in a study by Wu
et al. (2019), the authors proposed an instructional design framework for AR in
mobile learning, where they discussed the technological considerations, such
as device compatibility, tracking techniques, and content creation, in designing
AR-based mobile learning experiences.

2.7 Pedagogical approaches

In a study by Huang et al. (2020), the authors proposed a constructivist-based
instructional design framework for AR in science education, where they
emphasized the importance of designing AR experiences that promote active
learning, inquiry-based learning, and collaborative learning. They highlighted
the use of AR for hands-on experiments, virtual simulations, and data
visualization to enhance students' scientific inquiry skills. Similarly, in a study by
Li et al. (2021), the authors discussed the use of problem-based learning and
situated learning in instructional design for AR in history education. They
emphasized the importance of designing AR experiences that immerse
students in historical contexts, allow them to explore historical artifacts, and
engage in authentic historical inquiry.

2.8 Assessment and evaluation:

Study by Chen et al. (2022), the authors proposed an assessment framework

for AR in STEM education, where they discussed the use of performance
assessments, self-assessment, and peer assessment in evaluating students'
learning outcomes in AR-based instruction. They highlighted the importance of
aligning assessment methods with the AR learning experiences and objectives.
Similarly, in a study by Wu et al. (2021), the authors discussed the evaluation of
AR instructional design using the Technology Acceptance Model (TAM), which
focuses on factors such as perceived usefulness, perceived ease of use, and
behavioural intentions of users towards AR-based instruction. They
emphasized the need to evaluate the effectiveness of AR instructional design
from the perspective of learners' acceptance and adoption of AR technology.

3. Methodology

This review follows the Preferred Reporting Items for Systematic Reviews and
Meta-Analyses (PRISMA) (Moher et al., 2010) to explore related literature in the
field of deep learning-based object detection in augmented/mixed reality over the
past ten years. Five databases were selected to search, including Scopus, Web
 of Science, IEEE Xplore, Google Scholar and ScienceDirect. These databases
provided a wide variety of research studies in the corresponding fields.

4. Conclusion

In conclusion, the literature on instructional design for augmented reality (AR)

reveals a growing interest in leveraging AR technology for educational
purposes. Many studies have focused on design principles, user experience,
technological aspects, pedagogical approaches, assessment, and evaluation,
as well as challenges and recommendations in AR instructional design.
Design principles such as alignment with learning goals, interactivity and
originality were emphasized. User experience studies highlight the importance
of presence, immersion, and interaction in designing effective AR
experiences. Technology-focused studies emphasize the development of
easy-to-use authoring tools, device compatibility, tracking techniques, and
content creation. Pedagogical approaches in AR instructional design include
constructivist-based approaches, problem-based learning, and situational
learning. Assessment and evaluation methods include performance
assessment, self-assessment, and peer assessment, as well as the use of
technology acceptance models to assess students' acceptance of AR
technology.

However, several challenges in AR instructional design have been identified,

including the cost of AR hardware, the technical limitations of AR devices, and
the need for specific skills for AR development. Recommendations include
interdisciplinary collaboration, pedagogical innovation, and user-centred
design approaches. Overall, the literature suggests that effective AR
instructional design requires a holistic approach that considers alignment with
learning goals, user experience, technology, pedagogical approaches, and
assessment methods. Further research is needed to explore the effectiveness
of AR instructional designs in different educational settings, as well as the
long-term effects of AR on students' cognitive, affective, and behavioural
outcomes.

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