Augmented Reality in Fifth-Grade Writing Instruction: A Quasi-Experimental Study of Motivation and Writing Skills

Abstract

Writing instruction in elementary school requires learning media that can stimulate ideas, sustain attention, and provide concrete contexts for composing. This study examined differences in learning motivation and writing skills among fifth-grade students after instruction supported by Augmented Reality (AR). A quantitative quasi-experimental approach with a non-equivalent control group design was employed. Sixty students from two intact classes participated, with 30 students in the experimental group and 30 in the control group. Data were collected using a learning-motivation questionnaire and a writing test assessing ideas, organization, vocabulary, and writing mechanics. Descriptive results showed that the experimental group's motivation score increased from 60 to 85, compared with 61 to 70 in the control group. Writing scores increased from 65 to 88 in the experimental group and from 66 to 72 in the control group. The source manuscript reported statistically significant t-test results at p < .05, although complete test statistics were not available. Overall, AR-supported instruction was associated with larger gains in motivation and writing skills than conventional instruction. The study highlights the importance of pedagogically designed AR writing tasks, adequate technological support, teacher readiness, and complete statistical reporting for future implementation and replication.