Integrating Augmented Reality Into UDL Principal: An Approach for Addressing Learner's Needs

ABSTRACT The rise of modern technology with the 4th industrial revolution has made traditional teaching methods outdated, as the survival of the current learners depends on higher‐order thinking or critical thinking. Traditional teaching approaches often make it difficult for students to visualize learning concepts, while some e‐learning tools provide advanced visualization methods. However, limited research on the role of integrating students' affective and cognitive learning has been conducted. To meet students learning needs, the use of augmented reality (AR) based on Universal Design for Learning (UDL) principles is perceived as an effective pedagogical approach. This method engages students in all three areas of UDL principles, namely representation, action, and expression. To measure student's diversity, multiple learning styles, i.e., visual, auditory, read/write, and kinesthetic (VARK) were employed. Three pedagogical approaches were compared, namely teaching through augmented reality (experimental group), augmented reality‐based e‐learning with inclusion of scaffolding (experimental group), and the traditional teaching approach (control group). The application is specifically focused on 9th grade's physics. The study utilized a cross‐sectional research design involving 200 participants from swat model school, who were selected through multistage sampling. Data were analysis using SPSS version 21. Results of the ANOVA analysis revealed a statistically significant result for the two pedagogical approach, including augmented reality and augmented reality‐ based e‐learning with inclusion of scaffolding. The results of this research provide support for a growing body of evidence regarding the positive outcomes of digital pedagogical approaches. The findings can be used by educational instructors to offer and establish the optimal learning environment by the inclusion of interesting and enjoyable activities, while also helping students foster their academic performance in physics.