A Pre-Test Post-Test Study Using the Design Thinking Framework to Evaluate an Augmented Reality Book for Informal Learning in Public Libraries

Abstract

Augmented Reality has been widely investigated as an educational technology that overlays digital content such as 3D models, animations, audio narration, and interactive quizzes onto physical media. Most existing studies on augmented reality books focus on formal education (schools, classrooms, and STEM learning). Only a small number examine how augmented reality books influence learning, engagement, or knowledge recall among public library users, especially younger children and casual readers. While Design Thinking is often used to create prototypes, few studies use its Testing phase to systematically evaluate learning effectiveness through repeated measurement. The present study aims to evaluate the effectiveness of an augmented reality book in enhancing students’ knowledge recall and understanding of key places of interest. A set of questionnaires is being used to measure change in knowledge recall and understanding to the augmented reality experience. This study employed a quantitative research design to explore the effectiveness of an augmented reality book using a pre-test and post-test design. 70 participants in this study represented a broad spectrum of library users, supporting the inclusiveness of the study sample. Findings from pre-test and post-test results showed a significant increase in students’ post-test scores, indicating improved knowledge recall and understanding. The positive gain score and paired t-test results further confirmed that the augmented reality book enhanced learning performance.