Abstract
The present research is an experiment in the context of Kuwait's higher education, which is based on augmented reality (AR) technology. The main objective is to investigate the efficacy of AR-based learning on reflective thinking as essential indicators of students‟ learning and achievement. The research is based on a qualitative methodology (pre and post-test) using reflective thinking scales for the quantitative approach. The experiment was implemented on a purposive sample of 30 students in Training courses in the Applied Education Art Department and 30 from the Education College- Applicable Education Art Department at Kuwait University. The research results indicated that students in the AR condition significantly improved their understanding of artwork and showed more significant gains than those in the non-AR condition. Student interviews also revealed that the AR served as a valuable learning platform by enabling students to visualise artefact design details, recognise and make sense of short information, and gain a more accurate understanding of the artwork learning.
Keywords: Augmented Reality, art education, reflective thinking, artefact