• Anu Kaul

Augmented Reality (AR) is revolutionizing education by integrating conventional pedagogical approaches with advanced technology to produce immersive and interactive learning experiences. Augmented Reality superimposes digital content onto the physical environment, allowing students to visualize and engage with intricate subjects via three-dimensional models, animations, and simulations. This research analyses the uses of augmented reality in several educational fields, such as STEM, history, language acquisition, and special education, highlighting its potential to improve engagement and understanding. Grounded in constructivist learning theory, AR fosters active, experiential learning, making abstract or challenging topics more accessible. Furthermore, AR promotes collaboration and personalized learning, catering to diverse student needs. Nonetheless, despite its myriad advantages, the implementation of AR encounters obstacles including substantial expenses, restricted accessibility, and the requirement for educator training. As augmented reality technologies progress, incorporating elements such as artificial intelligence and cost-effective technology, their influence on education is anticipated to increase substantially. Although AR is not an independent solution, its capacity to foster dynamic, engaging, and inclusive learning environments establishes it as a pivotal catalyst for innovation in the transforming educational landscape.

Augmented Reality, Education, AI

"Augmented Reality in Education: Transforming Learning Experiences", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 12, page no.d131-d136, December-2024, Available :http://www.jetir.org/papers/JETIR2412317.pdf

"Augmented Reality in Education: Transforming Learning Experiences", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 12, page no. ppd131-d136, December-2024, Available at : http://www.jetir.org/papers/JETIR2412317.pdf