Enhancing primary school students’ performance, flow state, and cognitive load in visual arts education through the integration of augmented reality technology in a card game

In visual arts education, understanding abstract concepts and intricate symbolism is crucial for appreciating traditional art. However, traditional teaching methods often fail to facilitate students’ grasp of these ideas, resulting in reduced engagement and inefficient learning. To overcome this, our study integrates Augmented Reality (AR) technology into a card game to enhance visual arts education. Using a quasi-experimental approach and a gamification model, we evaluated the influence of AR technology in the card game. Sixty Primary 6 students participated, divided into an experimental group (using an AR-based card game) and a control group (using a conventional card game). The study concluded that AR technology significantly improved student performance, flow state, and reduced cognitive load, highlighting its potential to enhance visual arts education. This study contributes to the ongoing research on Augmented Reality Game-Based Learning (AR-GBL) for visual arts education. It also guides art teachers in effectively integrating AR technology into authentic classroom teaching environments.