The effectiveness of using augmented reality in teaching geography curriculum on the achievement and attitudes of Omani 10th Grade Students




augmented reality, students’ achievement, attitude, social studies curriculum, geography, HP reveal


This study aimed to investigate the effectiveness of using a mobile Augmented Reality application in the geography unit for 10th-grade students on their achievements and attitude. The unit is part of the Omani’s social studies curriculum and entitled, “Environmental Problems and Hazards”. To achieve this purpose, a quasi-experimental study design was conducted. The instruments designed, validated and used to collect data were pre-post achievement tests and attitudinal scale. The participants were 64 male students, divided into two experimental and control groups. The field application period took four weeks in which the control group studied the unit using the normal teaching method, while the mobile Augmented Reality application, HP Reveal, with a website that supports its features, was integrated to teach experimental group. Findings show that there was a statistically significant difference between the pre- and post-field applications in terms of students’ achievement and attitudes. Nevertheless, there was no impact observed when the control and experimental groups’ achievement was compared.  The researcher suggested conducting further investigations to examine the value of integrating Augmented Reality in the educational system considering various factors and variables.


Download data is not yet available.

Author Biographies

Khalfan Al Shuaili, Ministry of Education

Mr Khalfan Al Shuaili holds a MA from Sultan Qaboos University, Oman in 2019. He is currently an IT teacher at a basic education school. His research interest focuses on education with Artificial Intelligence. He is a member of the Omani Society of Education Technology. He has attended different online or offline workshops and seminars about educational technology topics. He likes programming, producing instructional tutorials, and reading new research

Ali Sharaf Al Musawi, Sulta Qaboos University Oman

Prof Ali Al Musawi has obtained his PhD on learning resources and technology centers in 1995 from Southampton University, UK. At present, he is a professor at Sultan Qaboos University. He has published numerous journal research articles, chapters in reviewed books, and papers; and contributed in many conferences, symposia, and workshops. He conducted and published several national, regional, and Arab studies and reports. He wrote and translated books on cooperative learning, learning resources, and e-learning strategies, instructional multimedia. Prof. Ali has several activities in the fields of instructional skills, study skills, and web-based design

Raja Muznah Hussain, Sultan Qaboos University

Prof Raja Maznah Raja Hussain has a PhD from Indiana University in instructional systems technology. Currently she is a professor at the College of Education, Sultan Qaboos University.

She was at the Multimedia University in Cyberjayaz as a visiting professor and Chair of the Instructional Design Committee for the Multimedia Learning System Project. She was formerly the Director of the University of Malaya Learning Improvement Centre and was responsible for developing programs to help improve teaching and learning skills of academic staff. She has published many journal research articles, chapters in reviewed books, and papers; and contributed as a keynote speaker in many conferences, symposia, and workshops.. Prof Maznah research areas are instructional design for Web-based learning, Scholarship in teaching and learning (SoTL) in higher education, and knowledge management in learning organizations.


Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.

Al-Asheeri, H. A. Y. (2017). Effectiveness of Using Augmented Reality Strategy in Enhancing Learning English for Cycle One Students in the Elementary Stage in the Kingdom of Bahrain. US-China Foreign Language, 15(7), 409-419.

Al-Azawi, R. (2018, April). Embedding augmented and virtual reality in educational learning method: present and future. Paper presented at the 9th International Conference on Information and Communication Systems- ICICS, Irbid, Jordan. Retrieved from

Al-Maamari, S., Al-Nofli, M., & Al-Gharibi, Z. (n.d.). The state of social studies in basic education schools in Oman. Asian Social Science, 10(7), 213-220.

Al Maashri, A., Al-Asadi, S., Tageldin, M., Al-Lawati, S., & Al Shidhani, A. (2015, February). Augmented Reality for Tourism in Oman Using Free Open Source Software. Paper presented at the 2nd Free and Open Source Software Conference FOSS-2015, Muscat, Oman. Retrieved from

Al Musawi, A., Ambusaidi, A., Al-Balushi, S., Al-Sinani, M., & Al-Balushi, K. (2017). Effectiveness of Learning with 3D-Lab on Omani Basic Education Students' Achievement, Attitudes and Scientific Thinking. Journal of Education and Training Studies, 5(11), 177-188.

Alhumaidan, H., Lo, K. P. Y., & Selby, A. (2018). Co-designing with children a collaborative augmented reality book based on a primary school textbook. International Journal of Child-Computer Interaction, 15, 24-36.

Alkhattabi, M. (2017). Augmented reality as e-learning tool in primary schools' education: Barriers to teachers' adoption. International Journal of Emerging Technologies in Learning, 12(2), 91-100.

Al Musawi, A., Resheidi, A., Jadeedi, M., Alsaadi, A., Riyami, H.A. (2016). The impact of an augmented reality system in teaching machine dynamic course for engineering students, Turkish Online Journal of Educational Technology, Special Issue, July 2016; 562-564.

Basha, S., Abbas, M., Yusufi, G., & Rajbunisa. (2019). Augmented Reality Based Education for the Improvement for Sustainable Learning Ability in Oman Educational System. International Journal of Advanced Trends in Computer Science and Engineering, 8(12), 110 - 115.

Chang, H.-Y., Wu, H.-K., & Hsu, Y.-S. (2013). Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue. British Journal of Educational Technology, 44(3), 95-99.

Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students' learning gains. Educational Research Review, 27, 244-260.

Georgieva, E. (2006, June). A comparison analysis of mobile learning systems. Paper presented at at International Conference on Computer Systems and Technologies - CompSysTech' 2006, Veliko Tarnovo, Bulgaria, Retrieved from

Gómez-Ejerique, C. & López-Cantos, F. (2019). Application of innovative teaching-learning methodologies in the classroom. Coaching, flipped-classroom and gamification. A case study of success. Multidisciplinary Journal for Education, Social and Technological Sciences, 6(1), 46-70.

Romero Forteza, F. & Carrió Pastor, M. (2014). Virtual language learning environments: the standardization of evaluation. Multidisciplinary Journal for Education, Social and Technological Sciences, 1(1), 135-152,

Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2017). The Effectiveness of Using Augmented Reality Apps in Teaching the English Alphabet to Kindergarten Children: A Case Study in the State of Kuwait. Eurasia Journal of Mathematics, Science & Technology Education, 13(2), 417-440.

Shelton, B. E., & Hedley, N. R. (2002, September). Using Augmented Reality for. Teaching Earth-Sun Relationships to Undergraduate Geography. Students. Paper presented at The First IEEE International Augmented Reality Toolkit Workshop, Darmstadt, Germany. Retrieved from




How to Cite

Al Shuaili, K., Al Musawi, A. S., & Hussain, R. M. (2020). The effectiveness of using augmented reality in teaching geography curriculum on the achievement and attitudes of Omani 10th Grade Students. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(2), 20–29.