Augmented Reality Intersecting Digital Content into Real-Life Environments: A Case of A Rurally Located Institution of Higher Learning, Eastern Cape Province

This paper explored the incorporation of Augmented Reality (AR) within the educational framework in a rurally located university in the Eastern Cape Province of South Africa. The study investigated how digital content within real-lived experiences is augmented by AR technology since the identified research site has embarked on blended teaching and learning modalities to foster an innovative learning landscape within rural communities. As data informants, six students, level 4s and postgraduates, emanating from a rurally located university, were nominated through a purposive sampling technique. The study deemed these participants to be the relevant cohort, as they had already been enrolled before the blended approach existed. This paper considers a pre-and post-course evaluation to extract perceptions of their experiences with technology-infused education. The educational benefits of AR were identified through the administration of qualitative research approaches, as well as some underlying challenges. When administering the thematic analysis, the study identified themes that were discussed in the study findings. These included (i) enhanced learning outcomes identified by the assessment scores, (ii) technological limitations, and (iii) barriers to student and staff training are barriers to the functional implementation of AR integration. The study concluded that the insufficiency of technological infrastructure affected the effective application of AR. The study recommends upgrading technological resources through investments in technological infrastructure. Finally, this paper contributed to scholarship by providing context-specific insights into the challenges and benefits of integrating Augmented Reality (AR) in a rural South African university, highlighting the critical role of technological infrastructure in its effective implementation.