AR allows learners to experience working towards meaningful understanding and facilitates the comprehension of intangible concepts such as molecules, body systems, or planets. These may be challenging when viewed through pictures and words since they exist outside our field of vision. For our group members who work in classroom environments, AR allows a shift in educational practice toward a multimedia approach to align experience with theory better. This makes way for a method of learning that aligns spatial and temporal learning in an interactive way rather than simple didactic instruction, creating more authentic learning opportunities (Akçair et al., 2016). AR also allows for the experience of learning opportunities that may not otherwise be possible for various financial, security, or practical constraints.
Studies have shown that AR technology affords learners of all ages various authentic explorations and support engagement utilizing "investigation skills, critical thinking, problem-solving and communicating through interdependent collaborative exercises" (Akçair et al., 2016, p. 2). The pedagogical contributions of AR predominantly centre around "enhancing enjoyment" and "raising the level of engagement (Akçair et al., 2016, p. 7). The integration of AR into education accentuates the necessity of the paradigm shift for education to actively engage learners interacting in multimodal learning spaces (Wen, 2020, p. 844). Augmented reality opens up many possibilities in terms of learning frameworks that support student understanding and instruction.