Enhancing 21st-Century Competencies through Augmented Reality-Supported Progressive Inquiry Learning in Higher Education

Abstract

Augmented reality (AR) is increasingly used in higher education, but its effectiveness depends on how it is integrated into pedagogical design rather than on its visual features alone. Limited studies have examined how AR supports inquiry-based learning for developing students’ 4C competencies: critical thinking, creativity, collaboration, and communication. This study investigated the effectiveness of AR-supported progressive inquiry learning compared with discovery learning in a computer hardware and operating systems course. A quasi-experimental nonequivalent control-group design with a pretest-posttest format was employed. The participants were 69 undergraduate students, 35 in the experimental group and 34 in the control group. The experimental group learned through AR-supported Progressive Inquiry Learning, while the control group learned through Discovery Learning. Data were collected using a 30-item cognitive test and performance-based observations of 4C competencies. MANCOVA and ANCOVA were used for data analysis, with pretest scores treated as covariates. The results showed a significant effect of the learning model on students’ combined 4C competencies. After controlling for initial abilities, the experimental group achieved higher scores across all dimensions, with the strongest effects in communication and collaboration, followed by creativity and critical thinking. Observational findings indicated that AR supported problem understanding, question formulation, object exploration, evidence discussion, and explanation development. These findings suggest that AR is most effective when embedded in structured, inquiry-oriented learning.