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The Impact of Augmented Reality Avatars on Student Engagement, Motivation and Interest in History Learning

Author

Listed:
  • Maria V. R. Ladehof

    (BUAS - Breda University of Applied Sciences)

  • Fabio Campos

    (BUAS - Breda University of Applied Sciences)

  • Marnix S. van Gisbergen

    (BUAS - Breda University of Applied Sciences)

  • Shima Rashnoodi

    (BUAS - Breda University of Applied Sciences)

Abstract

Traditional history teaching methods often fail to engage students, resulting in decreased interest and learning motivation that undermines historical understanding. Emerging technologies, particularly augmented reality (AR) and digital avatars, offer promising solutions for this issue. This study investigated the comparative impact of AR avatars versus 2D video avatars on secondary students’ engagement, learning motivation and subject interest in history education. A quasi-experimental study was conducted with German secondary students aged 11–14 across three conditions: control group (no intervention), 2D avatar learning experience and AR avatar learning experience. Comparative analysis revealed that AR avatars significantly improved student engagement and interest compared to both 2D avatars and the control group. However, no significant differences in learning motivation were observed among groups, suggesting that while AR avatars enhance engagement and interest, they do not necessarily increase learning motivation. Further research is needed to explore long-term impacts and effects on knowledge retention.

Suggested Citation

  • Maria V. R. Ladehof & Fabio Campos & Marnix S. van Gisbergen & Shima Rashnoodi, 2026. "The Impact of Augmented Reality Avatars on Student Engagement, Motivation and Interest in History Learning," Springer Proceedings in Business and Economics,, Springer.
    • Handle: RePEc:spr:prbchp:978-3-032-11983-4_1
    DOI: 10.1007/978-3-032-11983-4_1
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