The Practice of Augmented Reality in Islamic Education and the Level of Motivation Among UAE Secondary School Students

Fekra Mustafa, Mayudin Bin Daud, Ahmad Bin Yussuf, Nabeeh Kasasbeh and Othman Abu Khurma ()
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Fekra Mustafa: Applied Technology Schools—Madinatzayed, Abu Dhabi 20637, United Arab Emirates
Mayudin Bin Daud: Academy of Islamic Studies, University of Malaya, Kuala Lumpur 50603, Malaysia
Ahmad Bin Yussuf: Academy of Islamic Studies, University of Malaya, Kuala Lumpur 50603, Malaysia
Nabeeh Kasasbeh: Curriculum and Instruction Division, Emirates College for Advanced Education, Abu Dhabi 126662, United Arab Emirates
Othman Abu Khurma: Curriculum and Instruction Division, Emirates College for Advanced Education, Abu Dhabi 126662, United Arab Emirates

Social Sciences, 2025, vol. 14, issue 2, 1-16

Abstract: This study aims to investigate the existence of a relationship between the practice of augmented reality and motivation. The descriptive survey method was used on a sample of 310 students, 165 of whom were females and 145 of them were males. A questionnaire was conducted to determine the extent of augmented reality practice in education. Islamic education consists of five dimensions, namely, the use of augmented reality by Islamic education teachers in Islamic education, readiness to use augmented reality in Islamic education, benefit from augmented reality in Islamic education, employment of augmented reality in Islamic education, and the ability to deal with difficulties. To investigate augmented reality in Islamic education, a questionnaire was conducted to measure students’ motivation level, consisting of four dimensions: perseverance, goal setting, ambition, and perceived competence. The arithmetic means were used to calculate the level of each of the practices of augmented reality and motivation. The Pearson correlation coefficient was used to calculate the association between AR practice and motivation. The study found that the level of augmented reality practice was medium, while the level of motivation was high. Also, a positive relationship was found between each of the augmented reality and motivation with a statistical significance at (α < 0.05), and the study also found that there are differences between the sexes in favor of females in both the practice of augmented reality and motivation with a statistical significance at (α < 0.05). There are statistically significant differences between grades in favor of the eleventh grade in practicing augmented reality at (α < 0.05). In the end, the researcher recommended conducting more research to determine the effectiveness of augmented reality in teaching Islamic education and urged designers to design applications that use augmented reality in teaching Islamic education effectively.

Keywords: augmented reality; intrinsic motivation; Islamic education; student engagement; gender differences (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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