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Bridging Theory and Practice: The Transformative Potential of Augmented Reality in Secondary Classrooms (Hubungan Teori dan Amalan: Potensi Transformasi Realiti Terimbuh dalam Bilik Darjah Pendidikan Menengah)
Abstract
Augmented Reality (AR) has gained increasing attention in education due to its potential to support interactive and immersive learning experiences. This study examines the integration of AR in secondary education by analysing its pedagogical contributions, implementation challenges, and theoretical foundations. Using a Critical Interpretive Synthesis (CIS) approach, the study reviewed 120 scholarly publications selected through purposive sampling and analysed them using thematic coding procedures. The findings indicate that AR enhances student engagement, conceptual understanding, and collaborative learning through interactive simulations and three-dimensional visualisation. However, its implementation remains constrained by factors such as limited teacher readiness, technological infrastructure, and financial limitations. The study further highlights the importance of pedagogically aligned AR design, systematic professional development, and equitable technological access to support sustainable classroom integration. Overall, the study suggests that AR has considerable potential to strengthen secondary education when supported by effective institutional planning and inclusive educational policies.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License