In our research, we investigate the learning effects of combining adaptive tutoring systems with augmented reality (AR) to create a personalised learning experience, which aims to enhance the individual’s inherent weaknesses in the task and to leverage their strengths to maintain motivation and confidence.
We investigate, if, adaptive instruction in AR learning environments is superior to non-adaptive instruction. To do this, we explore and extend on learning theories to better understand the relationship between instruction and pedagogy.
In particular, we focus on how to improve the student’s metacognitive and self-regulating skills in learning and not merely on enhancing their domain knowledge. This is because according to constructivist views of learning, learning is not merely, the result of learning new knowledge, but encompasses an experiential learning process, where the entire experience fundamentally changes the individual’s behaviour, perception, understanding, and interaction in the context of the learning activity. Therefore, how an individual learns is determined not solely by personal cognitive preference, but also on how they are feeling, thinking, their expectations and the specialisation domain.