Why do primary school pupils engage in Augmented Reality educational activities?: A uses and gratification theory perspective

Stavros A. Nikou

doi:10.1007/978-3-031-98080-0_5

Why do primary school pupils engage in Augmented Reality educational activities? A uses and gratification theory perspective

Stavros A. Nikou

Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution book

2 Citations (Scopus)

62 Downloads (Pure)

Abstract

Augmented Reality (AR) enhances learning experiences and improves student engagement. However, the nature of learners’ engagement in AR enhanced educational activities has not been yet thoroughly investigated. The present study is aiming at answering the question why primary school pupils engage in AR educational activities. The study employes the uses and gratification theory as its theoretical framework. One hundred and six pupils from four Scottish primary schools participated in a two-week programme creating AR experiences within their curriculum subjects. Quantitative data was collected through an online questionnaire afterwards. Structured equation modeling was used for the analysis. Findings have shown that enjoyment and satisfaction (hedonic factors) significantly explain and predict pupils’ engagement in the AR educational activities. Nevertheless, perceived usefulness and perceived ease of use (utilitarian factors) are not significant predictors of primary pupils’ engagement. Study findings are important for educators and educational policy makers. Understanding how AR affects learning engagement in primary school pupils can help shape future educational policies and practices. Moreover, understanding how AR can foster engagement contributes to children's academic development.

Original language	English
Title of host publication	Immersive Learning Research Network
Subtitle of host publication	11th International Conference, iLRN 2025, Chicago, IL, USA, June 15–19, 2025, Revised Selected Papers
Editors	Jule M. Krüger, Matthew Schmidt, Anastasios Mikropoulos, George Koutromanos, Daniela Pedrosa, Dennis Beck, Stylianos Mystakidis, Genevieve Smith-Nunes, Anasol Peña-Rios, Jonathon Richter
Place of Publication	Cham
Publisher	Springer
Pages	66–79
Number of pages	14
ISBN (Electronic)	9783031980800
ISBN (Print)	9783031980794
DOIs	https://doi.org/10.1007/978-3-031-98080-0_5
Publication status	Published - 29 Aug 2025
Event	iLRN 2025: 11th International Conference of the Immersive Learning Research Network: “Reading the World: Immersive Learning & Multimodal Literacies” - Chicago, United States Duration: 15 Jun 2025 → 19 Jun 2025 Conference number: 11 https://www.immersivelrn.org/ilrn2025/home/

Publication series

Name	Communications in Computer and Information Science
Publisher	Springer
ISSN (Print)	1865-0929
ISSN (Electronic)	1865-0937

Conference

Conference	iLRN 2025: 11th International Conference of the Immersive Learning Research Network
Abbreviated title	iLRN 2025
Country/Territory	United States
City	Chicago
Period	15/06/25 → 19/06/25
Internet address	https://www.immersivelrn.org/ilrn2025/home/

Funding

This study received funding from the Association for the Study of Primary Education (ASPE).

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

augmented reality
uses and gratification theory
engagement
primary education
utilitarian gratifications
hedonic gratifications

Access to Document

10.1007/978-3-031-98080-0_5

Nikou-iRLN-2025-Why-do-primary-school-pupils-engage-in-Augmented-Reality-educational-activitiesAccepted author manuscript, 4.93 MBLicence: CC BY 4.0

Cite this

Nikou, S. A. (2025). Why do primary school pupils engage in Augmented Reality educational activities? A uses and gratification theory perspective. In J. M. Krüger, M. Schmidt, A. Mikropoulos, G. Koutromanos, D. Pedrosa, D. Beck, S. Mystakidis, G. Smith-Nunes, A. Peña-Rios, & J. Richter (Eds.), Immersive Learning Research Network: 11th International Conference, iLRN 2025, Chicago, IL, USA, June 15–19, 2025, Revised Selected Papers (pp. 66–79). (Communications in Computer and Information Science). Springer. https://doi.org/10.1007/978-3-031-98080-0_5

Nikou, Stavros A. / Why do primary school pupils engage in Augmented Reality educational activities? A uses and gratification theory perspective. Immersive Learning Research Network: 11th International Conference, iLRN 2025, Chicago, IL, USA, June 15–19, 2025, Revised Selected Papers. editor / Jule M. Krüger ; Matthew Schmidt ; Anastasios Mikropoulos ; George Koutromanos ; Daniela Pedrosa ; Dennis Beck ; Stylianos Mystakidis ; Genevieve Smith-Nunes ; Anasol Peña-Rios ; Jonathon Richter. Cham : Springer, 2025. pp. 66–79 (Communications in Computer and Information Science).

@inproceedings{f92b50c1f47243b5b6d965377dd62049,

title = "Why do primary school pupils engage in Augmented Reality educational activities?: A uses and gratification theory perspective",

abstract = "Augmented Reality (AR) enhances learning experiences and improves student engagement. However, the nature of learners{\textquoteright} engagement in AR enhanced educational activities has not been yet thoroughly investigated. The present study is aiming at answering the question why primary school pupils engage in AR educational activities. The study employes the uses and gratification theory as its theoretical framework. One hundred and six pupils from four Scottish primary schools participated in a two-week programme creating AR experiences within their curriculum subjects. Quantitative data was collected through an online questionnaire afterwards. Structured equation modeling was used for the analysis. Findings have shown that enjoyment and satisfaction (hedonic factors) significantly explain and predict pupils{\textquoteright} engagement in the AR educational activities. Nevertheless, perceived usefulness and perceived ease of use (utilitarian factors) are not significant predictors of primary pupils{\textquoteright} engagement. Study findings are important for educators and educational policy makers. Understanding how AR affects learning engagement in primary school pupils can help shape future educational policies and practices. Moreover, understanding how AR can foster engagement contributes to children's academic development.",

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Nikou, SA 2025, Why do primary school pupils engage in Augmented Reality educational activities? A uses and gratification theory perspective. in JM Krüger, M Schmidt, A Mikropoulos, G Koutromanos, D Pedrosa, D Beck, S Mystakidis, G Smith-Nunes, A Peña-Rios & J Richter (eds), Immersive Learning Research Network: 11th International Conference, iLRN 2025, Chicago, IL, USA, June 15–19, 2025, Revised Selected Papers. Communications in Computer and Information Science, Springer, Cham, pp. 66–79, iLRN 2025: 11th International Conference of the Immersive Learning Research Network, Chicago, United States, 15/06/25. https://doi.org/10.1007/978-3-031-98080-0_5

Why do primary school pupils engage in Augmented Reality educational activities? A uses and gratification theory perspective. / Nikou, Stavros A.
Immersive Learning Research Network: 11th International Conference, iLRN 2025, Chicago, IL, USA, June 15–19, 2025, Revised Selected Papers. ed. / Jule M. Krüger; Matthew Schmidt; Anastasios Mikropoulos; George Koutromanos; Daniela Pedrosa; Dennis Beck; Stylianos Mystakidis; Genevieve Smith-Nunes; Anasol Peña-Rios; Jonathon Richter. Cham: Springer, 2025. p. 66–79 (Communications in Computer and Information Science).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution book

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AB - Augmented Reality (AR) enhances learning experiences and improves student engagement. However, the nature of learners’ engagement in AR enhanced educational activities has not been yet thoroughly investigated. The present study is aiming at answering the question why primary school pupils engage in AR educational activities. The study employes the uses and gratification theory as its theoretical framework. One hundred and six pupils from four Scottish primary schools participated in a two-week programme creating AR experiences within their curriculum subjects. Quantitative data was collected through an online questionnaire afterwards. Structured equation modeling was used for the analysis. Findings have shown that enjoyment and satisfaction (hedonic factors) significantly explain and predict pupils’ engagement in the AR educational activities. Nevertheless, perceived usefulness and perceived ease of use (utilitarian factors) are not significant predictors of primary pupils’ engagement. Study findings are important for educators and educational policy makers. Understanding how AR affects learning engagement in primary school pupils can help shape future educational policies and practices. Moreover, understanding how AR can foster engagement contributes to children's academic development.

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KW - uses and gratification theory

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KW - primary education

KW - utilitarian gratifications

KW - hedonic gratifications

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UR - https://doi.org/10.17868/strath.00092026

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Nikou SA. Why do primary school pupils engage in Augmented Reality educational activities? A uses and gratification theory perspective. In Krüger JM, Schmidt M, Mikropoulos A, Koutromanos G, Pedrosa D, Beck D, Mystakidis S, Smith-Nunes G, Peña-Rios A, Richter J, editors, Immersive Learning Research Network: 11th International Conference, iLRN 2025, Chicago, IL, USA, June 15–19, 2025, Revised Selected Papers. Cham: Springer. 2025. p. 66–79. (Communications in Computer and Information Science). Epub 2025 Aug 28. doi: 10.1007/978-3-031-98080-0_5