An Integrative Model of Learning Quality: The Contribution of Augmented Reality, Virtual Reality, and Principals’ Digital Leadership in elementary Schools
TL;DR
The findings indicated that AR utilization significantly affected learning quality, followed by VR utilization, followed by VR utilization and principals' digital leadership and principals' digital leadership, which explained 72.6% of the variance in learning quality.
Abstract
The rapid development of digital technology has encouraged the integration of immersive technologies and digital leadership to improve learning quality in elementary education. However, the implementation of Augmented Reality (AR), Virtual Reality (VR), and principals' digital leadership remains limited, particularly in rural schools. This study aimed to examine the effects of AR utilization, VR utilization, and principals' digital leadership on learning quality in public elementary schools in Jumo District, Temanggung Regency, Indonesia. A quantitative approach with an explanatory and ex post facto design was employed. The study involved 64 respondents, consisting of 48 teachers and 16 principals from 16 public elementary schools, selected through total sampling. Data were collected using Likert-scale questionnaires and analyzed using descriptive statistics and multiple linear regression with IBM SPSS version 26. The findings indicated that AR utilization significantly affected learning quality (R² = 0.517), followed by VR utilization (R² = 0.546) and principals' digital leadership (R² = 0.384). Simultaneously, the three variables explained 72.6% of the variance in learning quality (R² = 0.726), with AR emerging as the most dominant predictor. The novelty of this study lies in the development of an integrative model combining immersive technologies and digital leadership to explain learning quality in rural elementary schools. The findings provide practical implications for strengthening digital transformation and technology-based learning ecosystems in elementary education.