Effectiveness of interactive augented reality textbooks on primary schools students learning experiences and emotions

Technology has transformed the education system, influenced economic growth, and emphasised the need for creative teaching and learning methods. This study uses the Design-Based Research (DBR) circle to look into how interactive augmented reality (AR) textbooks affect the learning and feelings of primary school students. It focuses on 2D (ARIB2D) and 3D (ARIB3D) designs by looking at the Uncanny Valley phenomenon. This research uses linear regression and ANOVA to examine both the direct effects and the mediating effects of ARIB design on student outcomes. Using linear regression and the Mann-Whitney U test, this study examines the direct effects and the mediating effects of this design on student enjoyment and learning outcomes. The Mann-Whitney U test results indicate a significant difference in favour of ARIB3D in terms of enjoyment (U = 2341.500, p = 0.027). Linear regression analysis confirms that the ARIB3D design has a positive effect on student enjoyment, which in turn contributes to the relationship between realism and emotional engagement in learning (Beta = 0.164, p = 0.027). Descriptive statistics indicate a high level of agreement among students regarding the measure of enjoyment, with an average score close to 5.00 and a low standard deviation, highlighting the enhanced engagement provided by the 3D features. This discovery shows that 3D interactive elements in AR textbooks significantly enhance the learning experience and emotional engagement of primary school students, providing important insights for educators and content developers looking to optimise educational tools.