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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1514117

Exploring Psychological Dimensions of Augmented Reality in Education: A Study on Learning Motivation and achievement in Museums

Provisionally accepted
Anping Cheng Anping Cheng Weiru Zhang Weiru Zhang Anran Feng Anran Feng Yunmengru Wu Yunmengru Wu Wanjun Li Wanjun Li *
  • Wuhan Textile University, Wuhan, Hubei Province, China

The final, formatted version of the article will be published soon.

    Augmented reality (AR) has gained significant attention and is being increasingly utilized to enrich the learning experience of museum visitors. This study explores the psychological dimensions of AR in education, focusing on learning motivation and academic achievement in museums. A quantitative research study was carried out, encompassing a survey of 266 visitors at the Wuhan Natural History Museum. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed as the analytical tool to validate the proposed model. The findings reveal significant positive effects of information quality on immersion, imagination, and academic achievement, as well as positive effects of information richness on academic achievement. Information quality mediates the relationship between information richness and immersion/imagination, while immersion and imagination mediate the association between information quality and learning motivation. Additionally, learning motivation positively influences academic achievement. Furthermore, wearable comfort moderates the effect of information quality on immersion and imagination. The study provides theoretical insights into the complex interplay between these variables and their impact on learning motivation and academic achievement. The findings have implications for the design of AR-based learning systems and highlight the importance of considering wearable comfort in enhancing user experiences.

    Keywords: augmented reality, educational psychology, Learning motivation, Academic Achievement, Museum learning

    Received: 20 Oct 2024; Accepted: 03 Jan 2025.

    Copyright: © 2025 Cheng, Zhang, Feng, Wu and Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Wanjun Li, Wuhan Textile University, Wuhan, Hubei Province, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.