IMPLEMENTING AUGMENTED REALITY IN HIGHER EDUCATION: A CASE STUDY FROM UZBEKISTAN

Abstract

Despite the global proliferation of augmented reality (AR) in education, empirical evidence from low- and middle-income Central Asian contexts remains scarce. This mixed-methods case study investigates the design, implementation, and impact of culturally and linguistically localized AR learning modules in two Uzbek universities during the 2024–2025 academic year. A quasi-experimental design with 178 third- and fourth-year STEM students revealed large effect sizes in knowledge acquisition (d = 1.94), intrinsic motivation (d = 2.08), and spatial ability (d = 1.81). Qualitative analysis of interviews and focus groups identified enhanced conceptual understanding, reduced cognitive load, and increased self-efficacy as primary mechanisms. Technical success factors included offline-capable, smartphone-only deployment and full alignment with the national curriculum in the Uzbek language (Latin script). Barriers included limited faculty digital competence and institutional resistance. The study proposes a scalable three-phase national AR integration framework (2025–2035) and contributes one of the first large-scale AR interventions from a non-Western, non-English dominant higher education system. Findings extend socio-cultural theories of learning to AR-mediated contexts and provide actionable policy recommendations for digital transformation in resource-constrained environments.