The Impact of Augmented Reality (AR) Environments on Learning Outcomes in Ideological and Political Courses: A Personality-Tailored Approach

Abstract

This study explores the effectiveness of integrating Augmented Reality (AR) environments into ideological and political courses, with a specific focus on the moderating role of the Big Five personality traits. Guided by personalized learning theory, contextual learning theory, and cognitive load theory, the research addresses key challenges in current ideological and political education—including the abstract nature of theoretical content, insufficient connection to real-world contexts, and a lack of personalized teaching strategies. A mixed-methods approach was employed, involving 170 undergraduate students divided into an experimental group (receiving AR-integrated learning) and a control group (receiving traditional lecture-based learning). Quantitative data were collected via pre-test/post-test assessments and personality inventories, while qualitative data were gathered through semi-structured interviews and focus group discussions. Results indicate that AR-based learning significantly improves students’ comprehension of abstract political theories, enhances learning engagement, and boosts academic performance compared to traditional teaching methods. Personality traits exert a notable moderating effect: Openness and Conscientiousness positively predict learning gains in AR environments; Extraversion correlates with higher engagement in interactive AR tasks; and Neuroticism is associated with lower emotional engagement and increased cognitive load. These findings contribute to the development of a conceptual framework that integrates AR technology, learning theories, and personality psychology, offering practical implications for designing personalized educational technologies in ideological and political education.