Augmented reality and generative learning in K-12 writing: Performance outcomes and the mediating roles of motivation and metacognition

Abstract

Writing requires both metacognitive support for cognitive monitoring to ensure clear and logical organization of ideas and motivation to sustain this process. These factors complicate writing instruction. In K–12 education, writing instruction often does not provide authentic learning experiences, resulting in low student motivation. Augmented reality (AR), which enhances real-world contexts with interactive virtual elements, has been shown to increase motivation, yet it may also introduce extraneous processing that does not effectively support metacognitive development during writing. By contrast, generative learning strategies (e.g., summarizing, imagining, and self-testing) are well recognized for fostering metacognition by prompting learners to actively organize and integrate knowledge to construct coherent mental representations, but they are often perceived as cognitively effortful and thus struggle to sustain student motivation. To overcome these limitations, this study integrates AR with generative learning strategies to propose a generative-learning-based AR (GLAR) approach. This approach aims to combine the motivational benefits of AR with the metacognitive benefits of generative learning strategies to support students' writing. Additionally, the mediating roles of motivation and metacognition in the effects of pedagogical approach on students' writing performance were examined. The effectiveness of the GLAR approach and the validity of the mediation model were evaluated in a quasi-experimental study involving 117 pupils in China. The students were randomly assigned to one of three groups: the experimental group, which received the GLAR intervention; control group 1, which received a generative learning (GL) intervention without AR; and control group 2, which received an AR-based learning (AL) intervention without GL. The following results were obtained. (1) The GLAR group outperformed the AL group in writing accuracy, organization, and metacognition. (2) The GLAR group outperformed the GL group in writing organization, creativity, motivation, and metacognition. (3) Compared with the AL approach, the GLAR approach improved writing accuracy, organization, and overall writing performance through metacognition as a mediator. (4) Compared with the GL approach, the GLAR approach improved writing creativity and overall writing performance through motivation as a mediator and improved writing organization through the sequential mediation of motivation and metacognition. The present results demonstrated both the effectiveness of the proposed GLAR approach in improving students’ writing performance and the mediating role of motivation in its effect on metacognition.