Digital Storytelling with Augmented Reality as Learning and Teaching Innovation for part-time MBA Students: Learning Styles and Perceptions

Abstract

Augmented Reality [AR] brings new dimensions of Technology Enabled Learning [TEL] to gamification, mobile devices, and self-directed learning. Whilst pre-designed interactive AR learning methods in Higher Education [HE] were promising, the student perspectives and the impacts on learning preferences when students would self-directed create AR content were not clear. This study investigates learning experiences of Master of Business Administration [MBA] students using AR as a vehicle for TEL in HE, where students create own AR stories. There are three overarching themes to explore: the impact of AR storytelling as learning method on student learning style [LS] preferences, perceptions, and experiences. A dedicated AR storytelling intervention creates the frame for relatively large sample. A mixed method design collects data on student experiences and perceptions in a pre- and post-survey, while applying Felder's LS inventory twice. Qualitative responses are analysed with manual and artificial intelligence [AI] aided methods, whereas Welch's test guided analysing scaled data. This approach helps understanding impacts, interrelating and comparing experiences with AR storytelling. The findings suggest students prefer serial learning styles when creating AR stories. Despite favouring a balanced mix of learning and teaching methods, students perceive AR storytelling as supporting skill building and personal learning, likewise addressing the diversity of their learning preferences. Students consider creating actively AR stories fosters technology self-efficacy and motivation, and as a suitable TEL method benefiting their careers. The unique student's perspective expands our knowledge in the field of applied AR storytelling in HE. This study adds a unique mix of pre-/post data collection methods in combination with less common AI and Welch testing methods for analysing scaled data to methods portfolios. Eventually, this study proposes valuable implications on HE policy, instructional design as well for extending further research based on question raised through this study's findings.