Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school.

There is a large volume of published studies describing the positive role of Augmented Reality (AR) in educational settings. However, there is a paucity of empirical work that explores its role in supporting primary school pupil's motivation and creativity. Moreover, numerous studies have confirmed that pupils have difficulties in learning geometry and thinking geometrically. In this context, this paper explores the possibility of using AR software for low‐grade primary school pupils to enhance their creative thinking and increase their motivation during the informal geometry training course. A research‐based design process is adopted to replicate the primary school pupil's learning in this study, where pupils in the experimental group used mobile application to access AR virtual manipulatives, pupils in the control group used physical manipulatives. The applied AR technology allows pupils to handle 2D and 3D rounded corners and simple closed curves to find the most effective solutions for some learning challenges. Sixty‐two pupils from the first‐grade primary school in Egypt have participated in this study with the aim of investigating: (a) the primary school pupil's achievements and creative thinking in using AR techniques, and (b) the specific strategies that can increase their motivation and engagement. The most obvious finding to emerge from this study is that there was no statistically significant difference between the groups in geometry learning achievement, while statistically significant differences were found between the groups in the motivation and creative thinking skills in favour of the experimental group. Lay Description: What is already known about this topicAugmented Reality must have three characteristics: combining the real and virtual worlds, having real‐time interaction with the user and is being registered in a 3D environment.There is a growing body of literature that recognizes the importance of the 21st century skills in the new global economy.There has been significant interest in utilized AR in higher education. However, limited research has been conducted about integrating AR techniques to enhance young children's creative thinking skills and motivation in informal learning scenarios.To date, there are few studies that have investigated the association between augmented environment and learning theories. What this paper addsIntroduced an iterative methodology based on the cognitive theory of multimedia learning integrating the Universal Design for Learning (UDL) as the inclusive learning approach for creating Smart‐flashcard as a mobile AR applications for elementary school.Research studies on informal learning are particularly limited, so this study can fill a gap in the literature.This paper provides a conceptual approach for AR design, based on multimedia learning theory.AR Smart‐flashcard application represents a shift away from traditional textbooks, flashcards and other learning material where children are limited to viewing learning content passively towards a more dynamic and augmented one. Implications for practice and/or policyUsing AR applications, children interact with the 3D models, enhance creativity and collaboration in teams.The informal education can play a crucial role in developing some of the skills required for the 21st century.The study also highlights the need for new approaches combing the technical learning tools and pedagogical foundation. [ABSTRACT FROM AUTHOR]