The implications of the use of asynchronous technology in the form of augmented reality in the primary years Program towards Self-Directed Learning.

Abstract

The purpose of this study is to evaluate the impact of learning materials instruction using augmented reality-based teaching materials (Primary Years Program on students' academic progress and their perceptions of augmented reality application. The research employed a mixed-methods approach. A descriptive study to understand the relationship with perceived usage. The type of data that would help in identifying the development so far would be a mix of quantitative and qualitative data. Qualitative data collection would be useful to identify the solutions that are currently available and what impact it has made on the learning aspects. On the other hand, quantitative data will be equally important to answer this research question. On the other hand, interview and observation data were utilized in the qualitative side. This research has two goals in mind. This study looks into correlations first in order to comprehend the combined effects on presences in the participating asynchronous learning settings. In addition, this study offers educators empirical data and insights about upcoming trends in online teaching, including those related to learning and instructional technique. With the goal of improving the design of the e-learning teaching methodology, this study examined students' perceptions of asynchronous technology and  identified the interrelationships between the major determinants of e-learning perception. The study has significant implications for how prepared students are for using augmented reality, which is essential for putting online learning  into practice.