The paper aims to show a pedagogical design focusing on peer learning and augmented reality to improve students' engagement, motivation, and empowerment. During the pandemic, strong research evidence suggested that collaborative and inclusive approaches such as peer learning simultaneously enhance mental health, student satisfaction and learning outcomes. Augmented reality unveils the positive effects of visual learning, which could be used creatively to stimulate interest, creativity, and participation. Thus, the pedagogy is philosophically framed within social learning and self-efficacy theories. Inclusion is defined as the social value of sharing information, devices and ideas and as instructional design that respects the learners' needs and preferences. The research findings led to the four pillars of the theoretical model. The pillars are AR tools, Peer-to-Peer task design, visuals, and peer feedback culture. The generic pedagogical framework was examined from 2021 to 2022 as part of the intellectual outputs of a European Erasmus project in a higher education project called i-pear.eu, creating a compendium of good praxis.
Themeli, C., & Prasolova-Førland, E. (2023). Inclusive Peer Learning Pedagogy with Augemented Reality– iPEAR. Pedagogy and the Human Sciences, 9 (1). Retrieved from https://scholarworks.merrimack.edu/phs/vol9/iss1/2
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