Evaluation of an Augmented Reality (AR)-Based Curriculum and Analysis of Its Combined Effects on Motor Coordination, Academic Self-Concept, Cyber Ethics Development, and the Reduction of Risky Online Behaviors
Keywords:
Augmented Reality, Curriculum, Motor Coordination, Academic Self-Concept, Cyber Ethics, Risky Online BehaviorsAbstract
This study aimed to evaluate an augmented reality-based curriculum and examine its combined effects on motor coordination, academic self-concept, cyber ethics development, and the reduction of risky online behaviors among lower-secondary school students in Tehran. This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of lower-secondary school students in Tehran during the 2026–2027 academic year. A total of 60 students were selected and randomly assigned to an experimental group and a control group, with 30 participants in each group. The experimental group received an AR-based curriculum over eight weeks in 16 sessions of 45 minutes each, while the control group continued conventional school instruction. The research instruments included the Körperkoordinationstest für Kinder (KTK), the Academic Self-Concept Scale, a Cyber Ethics Questionnaire, and a Risky Online Behaviors Questionnaire. Data were analyzed using multivariate analysis of covariance and subsequent univariate ANCOVAs in SPSS version 27. MANCOVA results indicated a significant overall effect of the AR-based curriculum on the combined dependent variables (Wilks’ Lambda=0.219, F(4,50)=44.58, p<0.001, partial η²=0.781). Univariate analyses showed significant effects on motor coordination (F=68.94, p<0.001, partial η²=0.565), academic self-concept (F=51.27, p<0.001, partial η²=0.492), cyber ethics (F=59.73, p<0.001, partial η²=0.530), and risky online behaviors (F=55.46, p<0.001, partial η²=0.511). The AR-based curriculum significantly improved motor coordination, strengthened academic self-concept, enhanced cyber ethics, and reduced risky online behaviors. These findings indicate that augmented reality can function as a multidimensional and interactive educational platform for simultaneously promoting physical, academic, and digital citizenship competencies in school curricula.
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