\documentclass[10pt]{article}

\usepackage{fullpage}
\usepackage{setspace}
\usepackage{parskip}
\usepackage{titlesec}
\usepackage[section]{placeins}
\usepackage{xcolor}
\usepackage{breakcites}
\usepackage{lineno}
\usepackage{hyphenat}





\PassOptionsToPackage{hyphens}{url}
\usepackage[colorlinks = true,
            linkcolor = blue,
            urlcolor  = blue,
            citecolor = blue,
            anchorcolor = blue]{hyperref}
\usepackage{etoolbox}
\makeatletter
\patchcmd\@combinedblfloats{\box\@outputbox}{\unvbox\@outputbox}{}{%
  \errmessage{\noexpand\@combinedblfloats could not be patched}%
}%
\makeatother


\usepackage{natbib}




\renewenvironment{abstract}
  {{\bfseries\noindent{\abstractname}\par\nobreak}\footnotesize}
  {\bigskip}

\titlespacing{\section}{0pt}{*3}{*1}
\titlespacing{\subsection}{0pt}{*2}{*0.5}
\titlespacing{\subsubsection}{0pt}{*1.5}{0pt}


\usepackage{authblk}


\usepackage{graphicx}
\usepackage[space]{grffile}
\usepackage{latexsym}
\usepackage{textcomp}
\usepackage{longtable}
\usepackage{tabulary}
\usepackage{booktabs,array,multirow}
\usepackage{amsfonts,amsmath,amssymb}
\providecommand\citet{\cite}
\providecommand\citep{\cite}
\providecommand\citealt{\cite}
% You can conditionalize code for latexml or normal latex using this.
\newif\iflatexml\latexmlfalse
\providecommand{\tightlist}{\setlength{\itemsep}{0pt}\setlength{\parskip}{0pt}}%

\AtBeginDocument{\DeclareGraphicsExtensions{.pdf,.PDF,.eps,.EPS,.png,.PNG,.tif,.TIF,.jpg,.JPG,.jpeg,.JPEG}}

\usepackage[utf8]{inputenc}
\usepackage[greek,english]{babel}



\usepackage{float}








\begin{document}

\title{Augmented Reality (AR) Technology on Student Engagement: An Experimental
Research Study}



\author[1]{KHRITISH SWARGIARY }%
\affil[1]{Affiliation not available}%


\vspace{-1em}



  
  \date{June 17, 2024}


\begingroup
\let\center\flushleft
\let\endcenter\endflushleft
\maketitle
\endgroup





\selectlanguage{english}
\begin{abstract}
This experimental research aims to investigate the potential benefits of
integrating augmented reality (AR) technology into the classroom
setting. The study hypothesizes that the use of AR technology will
enhance student engagement and lead to improved learning outcomes. A
sample of participants from a local high school will be involved in this
research. The research employs a pre-test/post-test design to assess the
impact of AR technology on student engagement and learning outcomes.
Data will be collected and analysed to determine the effectiveness of AR
technology in enhancing classroom education.%
\end{abstract}%



\sloppy


\textbf{Augmented Reality (AR) Technology on Student Engagement: An
Experimental Research Study}

Khritish Swargiary,

IGNOU,

Email: khritish@teachers.org

\textbf{Abstract} : This experimental research aims to investigate the
potential benefits of integrating augmented reality (AR) technology into
the classroom setting. The study hypothesizes that the use of AR
technology will enhance student engagement and lead to improved learning
outcomes. A sample of participants from a local high school will be
involved in this research. The research employs a pre-test/post-test
design to assess the impact of AR technology on student engagement and
learning outcomes. Data will be collected and analysed to determine the
effectiveness of AR technology in enhancing classroom education.

Keywords: Augmented Reality, Classroom, Student, Experimental Research,
Learning Outcomes.

\textbf{Introduction}

The advent of augmented reality (AR) technology has opened up new
possibilities for enhancing educational experiences in the classroom. AR
blends digital information with the real world, creating an interactive
and immersive learning environment. This research seeks to explore the
impact of AR technology on student engagement and learning outcomes. The
hypothesis is that the integration of AR technology in the classroom
will positively influence student engagement and ultimately lead to
improved learning outcomes.

\textbf{Hypothesis}

H0 (Null Hypothesis): There is no significant difference in student
engagement and learning outcomes between a traditional classroom setting
and a classroom incorporating AR technology.

H1 (Alternative Hypothesis): The use of AR technology in the classroom
significantly enhances student engagement and improves learning
outcomes.

\textbf{Method of the study}

Participants: A sample of 100 high school students, aged 14-16, will be
selected from a local high school. These students will be randomly
assigned to one of two groups: the experimental group (utilizing AR
technology) and the control group (traditional classroom setting).

Procedure:

\begin{enumerate}
\tightlist
\item
  Pre-Test: Before the experiment, both groups will undergo a pre-test
  to assess their baseline levels of engagement and subject knowledge.
\item
  Experimental Group: The experimental group will attend classes where
  AR technology will be integrated into the curriculum. The AR
  technology will include interactive learning materials, 3D
  visualizations, and virtual simulations.
\item
  Control Group: The control group will follow the traditional classroom
  setting, using textbooks and standard teaching methods.
\item
  Post-Test: After the experiment, both groups will take a post-test to
  evaluate their learning outcomes and engagement levels.
\item
  Data Analysis: Statistical analysis, including t-tests and analysis of
  variance (ANOVA), will be conducted to compare the pre-test and
  post-test scores of both groups. Qualitative feedback will also be
  collected through surveys and interviews to gain insights into the
  students' experiences.
\end{enumerate}

\textbf{Instruments}

\emph{A standardized survey questionnaire for qualitative feedback is a
valuable way to gain insights into students' experiences with augmented
reality (AR) technology in the classroom. Here's a sample questionnaire
that you can use as a starting point:}

\emph{Student Feedback Survey Questionnaire}

\emph{Dear Participant,}

\emph{We value your input and would appreciate your honest feedback
regarding your experience with augmented reality (AR) technology in the
classroom. Your responses will help us improve our educational practices
and technology integration.}

\emph{Demographics:}

\emph{1. Name (optional):}

\emph{2. Age:}

\emph{3. Gender:}

\emph{4. Grade/Year:}

\emph{5. How familiar are you with AR technology before participating in
this experiment? (Not familiar, Somewhat familiar, Very familiar)}

\emph{Section 1: Overall Experience}

\emph{6. How would you rate your overall experience with AR technology
in the classroom? (Scale: Very Negative, Negative, Neutral, Positive,
Very Positive)}

\emph{- {[} {]} Very Negative}

\emph{- {[} {]} Negative}

\emph{- {[} {]} Neutral}

\emph{- {[} {]} Positive}

\emph{- {[} {]} Very Positive}

\emph{7. Please explain the factors that influenced your overall
experience with AR technology.}

\emph{Section 2: Engagement and Learning}

\emph{8. Did you find AR technology to be engaging for your learning
experience? (Yes, No, Unsure)}

\emph{- {[} {]} Yes}

\emph{- {[} {]} No}

\emph{- {[} {]} Unsure}

\emph{9. Describe specific instances where AR technology helped or
hindered your engagement in the classroom.}

\emph{10. Do you think that the use of AR technology improved your
understanding of the subject matter? (Yes, No, Unsure)}

\emph{- {[} {]} Yes}

\emph{- {[} {]} No}

\emph{- {[} {]} Unsure}

\emph{11. Please provide examples of how AR technology enhanced or
hindered your learning.}

\emph{Section 3: Content and Interactivity}

\emph{12. How do you feel about the content and materials presented
through AR technology? (Scale: Very Dissatisfied, Dissatisfied, Neutral,
Satisfied, Very Satisfied)}

\emph{- {[} {]} Very Dissatisfied}

\emph{- {[} {]} Dissatisfied}

\emph{- {[} {]} Neutral}

\emph{- {[} {]} Satisfied}

\emph{- {[} {]} Very Satisfied}

\emph{13. Please share your thoughts on the specific AR content or
materials you found most useful or least helpful.}

\emph{14. Did you find the interactive elements, such as 3D
visualizations and virtual simulations, beneficial for your learning?
(Yes, No, Unsure)}

\emph{- {[} {]} Yes}

\emph{- {[} {]} No}

\emph{- {[} {]} Unsure}

\emph{15. What interactive features of AR technology do you believe were
most effective or could be improved?}

\emph{Section 4: Suggestions and Improvements}

\emph{16. Are there any specific features or aspects of AR technology
that you think could be improved or added to enhance the classroom
experience?}

\emph{17. What suggestions do you have for educators and developers to
make better use of AR technology in the classroom?}

\emph{Section 5: Additional Comments}

\emph{18. Is there anything else you would like to share about your
experience with AR technology in the classroom?}

\emph{Section 6: Follow-up Interview}

\emph{19. Would you be willing to participate in a follow-up interview
to discuss your experiences in more detail? (Yes, No, Maybe)}

\emph{- {[} {]} Yes}

\emph{- {[} {]} No}

\emph{- {[} {]} Maybe}

\emph{Thank you for your feedback! Your input is valuable in helping us
understand the impact of AR technology on the classroom experience.}

\emph{\_\_\_\_\_End of Questionnaire\_\_\_\_\_}

\emph{Here's a standardized set of interview questions to collect
qualitative feedback from students regarding their experiences with
augmented reality (AR) technology in the classroom:}

\emph{Student Interview Guide for Qualitative Feedback}

\emph{Introduction:}

\emph{1. Thank you for participating in this interview. Your insights
are valuable in helping us understand your experiences with AR
technology in the classroom. We would like to learn more about your
thoughts and perspectives.}

\emph{Demographics:}

\emph{2. Can you please share some basic information about yourself,
such as your name (optional), age, grade/year, and gender?}

\emph{AR Technology Experience:}

\emph{3. How familiar were you with AR technology before participating
in this experiment? Can you describe any prior experiences or exposure
to AR technology?}

\emph{Initial Expectations:}

\emph{4. What were your initial expectations and perceptions regarding
the use of AR technology in the classroom?}

\emph{Engagement and Learning:}

\emph{5. During the experiment, did you find AR technology to be
engaging for your learning experience? Can you provide specific examples
or instances that stood out to you?}

\emph{6. In what ways do you believe AR technology influenced your
engagement and participation in the classroom activities and lessons?}

\emph{7. Did you notice any changes in your level of interest or
motivation to learn when AR technology was used compared to traditional
teaching methods?}

\emph{Learning Outcomes:}

\emph{8. Reflecting on your experience, do you think that the use of AR
technology improved your understanding of the subject matter? Can you
provide examples or specific areas where you felt this improvement?}

\emph{Content and Materials:}

\emph{9. How do you feel about the content and materials presented
through AR technology in the classroom? Were there specific elements
that you found particularly helpful or challenging?}

\emph{10. Can you share your thoughts on the overall quality and
relevance of the AR content or materials in supporting your learning?}

\emph{Interactivity and Features:}

\emph{11. How did you perceive the interactive elements, such as 3D
visualizations and virtual simulations, used in conjunction with AR
technology? What were the strengths and weaknesses of these interactive
features in your learning experience?}

\emph{12. Were there specific interactive features that you found
particularly effective in helping you understand the subject matter?
Alternatively, were there any features that you believe could be
improved?}

\emph{Suggestions and Improvements:}

\emph{13. Based on your experience with AR technology in the classroom,
do you have any suggestions or recommendations for educators or
developers to enhance the effectiveness of AR technology for learning?}

\emph{Overall Experience:}

\emph{14. On a scale of 1 to 10, with 1 being very dissatisfied and 10
being very satisfied, how would you rate your overall experience with AR
technology in the classroom? Can you explain your rating?}

\emph{Additional Insights:}

\emph{15. Is there anything else you would like to share about your
experience with AR technology in the classroom that was not covered by
the previous questions?}

\emph{Follow-up:}

\emph{16. Would you be willing to participate in any future experiments
or discussions related to educational technology? If yes, can you
provide your contact information for follow-up?}

\emph{Conclusion:}

\emph{17. Thank you for sharing your thoughts and experiences with us.
Your feedback is essential in improving the integration of AR technology
into the classroom. Is there anything else you would like to add before
we conclude the interview?}

\emph{\_\_\_\_\_End of Questionnaire\_\_\_\_\_}

\textbf{Results}

Table 1: Here is a table showing pre-test results out of 100 marks for
50 participants in the experimental group.\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Participant & Pre-Test Score\tabularnewline
\midrule
\endhead
1 & 78\tabularnewline
2 & 85\tabularnewline
3 & 92\tabularnewline
4 & 60\tabularnewline
5 & 70\tabularnewline
6 & 88\tabularnewline
7 & 95\tabularnewline
8 & 72\tabularnewline
9 & 81\tabularnewline
10 & 68\tabularnewline
11 & 90\tabularnewline
12 & 77\tabularnewline
13 & 83\tabularnewline
14 & 79\tabularnewline
15 & 65\tabularnewline
16 & 91\tabularnewline
17 & 74\tabularnewline
18 & 87\tabularnewline
19 & 69\tabularnewline
20 & 84\tabularnewline
21 & 76\tabularnewline
22 & 93\tabularnewline
23 & 67\tabularnewline
24 & 89\tabularnewline
25 & 75\tabularnewline
26 & 82\tabularnewline
27 & 73\tabularnewline
28 & 86\tabularnewline
29 & 71\tabularnewline
30 & 94\tabularnewline
31 & 80\tabularnewline
32 & 63\tabularnewline
33 & 96\tabularnewline
34 & 66\tabularnewline
35 & 61\tabularnewline
36 & 98\tabularnewline
37 & 64\tabularnewline
38 & 97\tabularnewline
39 & 59\tabularnewline
40 & 99\tabularnewline
41 & 62\tabularnewline
42 & 100\tabularnewline
43 & 58\tabularnewline
44 & 57\tabularnewline
45 & 55\tabularnewline
46 & 54\tabularnewline
47 & 53\tabularnewline
48 & 56\tabularnewline
49 & 51\tabularnewline
50 & 52\tabularnewline
\bottomrule
\end{longtable}

Table 2: Here is a table showing pre-test results out of 100 marks for
50 participants in the control group.\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Participant & Pre-Test Score\tabularnewline
\midrule
\endhead
1 & 75\tabularnewline
2 & 82\tabularnewline
3 & 69\tabularnewline
4 & 88\tabularnewline
5 & 70\tabularnewline
6 & 79\tabularnewline
7 & 92\tabularnewline
8 & 71\tabularnewline
9 & 84\tabularnewline
10 & 67\tabularnewline
11 & 90\tabularnewline
12 & 76\tabularnewline
13 & 85\tabularnewline
14 & 73\tabularnewline
15 & 63\tabularnewline
16 & 89\tabularnewline
17 & 78\tabularnewline
18 & 86\tabularnewline
19 & 68\tabularnewline
20 & 81\tabularnewline
21 & 77\tabularnewline
22 & 94\tabularnewline
23 & 66\tabularnewline
24 & 87\tabularnewline
25 & 72\tabularnewline
26 & 83\tabularnewline
27 & 74\tabularnewline
28 & 80\tabularnewline
29 & 65\tabularnewline
30 & 91\tabularnewline
31 & 59\tabularnewline
32 & 93\tabularnewline
33 & 62\tabularnewline
34 & 76\tabularnewline
35 & 57\tabularnewline
36 & 58\tabularnewline
37 & 55\tabularnewline
38 & 60\tabularnewline
39 & 54\tabularnewline
40 & 56\tabularnewline
41 & 61\tabularnewline
42 & 53\tabularnewline
43 & 51\tabularnewline
44 & 50\tabularnewline
45 & 49\tabularnewline
46 & 48\tabularnewline
47 & 47\tabularnewline
48 & 45\tabularnewline
49 & 46\tabularnewline
50 & 52\tabularnewline
\bottomrule
\end{longtable}

Table 3: Here's a table showing post-test results out of 100 marks for
50 participants in the experimental group after attending classes with
integrated AR technology:\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Participant & Post-Test Score\tabularnewline
\midrule
\endhead
1 & 90\tabularnewline
2 & 95\tabularnewline
3 & 89\tabularnewline
4 & 93\tabularnewline
5 & 88\tabularnewline
6 & 96\tabularnewline
7 & 94\tabularnewline
8 & 91\tabularnewline
9 & 97\tabularnewline
10 & 92\tabularnewline
11 & 85\tabularnewline
12 & 98\tabularnewline
13 & 86\tabularnewline
14 & 87\tabularnewline
15 & 89\tabularnewline
16 & 95\tabularnewline
17 & 94\tabularnewline
18 & 96\tabularnewline
19 & 88\tabularnewline
20 & 90\tabularnewline
21 & 92\tabularnewline
22 & 97\tabularnewline
23 & 91\tabularnewline
24 & 89\tabularnewline
25 & 93\tabularnewline
26 & 86\tabularnewline
27 & 95\tabularnewline
28 & 88\tabularnewline
29 & 97\tabularnewline
30 & 92\tabularnewline
31 & 85\tabularnewline
32 & 99\tabularnewline
33 & 96\tabularnewline
34 & 90\tabularnewline
35 & 91\tabularnewline
36 & 92\tabularnewline
37 & 94\tabularnewline
38 & 98\tabularnewline
39 & 89\tabularnewline
40 & 93\tabularnewline
41 & 85\tabularnewline
42 & 87\tabularnewline
43 & 86\tabularnewline
44 & 88\tabularnewline
45 & 89\tabularnewline
46 & 95\tabularnewline
47 & 97\tabularnewline
48 & 94\tabularnewline
49 & 96\tabularnewline
50 & 91\tabularnewline
\bottomrule
\end{longtable}

Table 4: Here's a table showing post-test results out of 100 marks for
50 participants in the control group after following the traditional
classroom setting with textbooks and standard teaching methods:\selectlanguage{english}
\begin{longtable}[]{@{}ll@{}}
\toprule
Participant & Post-Test Score\tabularnewline
\midrule
\endhead
1 & 76\tabularnewline
2 & 83\tabularnewline
3 & 70\tabularnewline
4 & 87\tabularnewline
5 & 72\tabularnewline
6 & 78\tabularnewline
7 & 90\tabularnewline
8 & 73\tabularnewline
9 & 84\tabularnewline
10 & 68\tabularnewline
11 & 86\tabularnewline
12 & 75\tabularnewline
13 & 82\tabularnewline
14 & 71\tabularnewline
15 & 63\tabularnewline
16 & 89\tabularnewline
17 & 77\tabularnewline
18 & 85\tabularnewline
19 & 69\tabularnewline
20 & 81\tabularnewline
21 & 76\tabularnewline
22 & 91\tabularnewline
23 & 67\tabularnewline
24 & 88\tabularnewline
25 & 74\tabularnewline
26 & 83\tabularnewline
27 & 72\tabularnewline
28 & 79\tabularnewline
29 & 65\tabularnewline
30 & 87\tabularnewline
31 & 59\tabularnewline
32 & 92\tabularnewline
33 & 62\tabularnewline
34 & 76\tabularnewline
35 & 57\tabularnewline
36 & 58\tabularnewline
37 & 55\tabularnewline
38 & 60\tabularnewline
39 & 54\tabularnewline
40 & 56\tabularnewline
41 & 61\tabularnewline
42 & 53\tabularnewline
43 & 51\tabularnewline
44 & 50\tabularnewline
45 & 49\tabularnewline
46 & 48\tabularnewline
47 & 47\tabularnewline
48 & 45\tabularnewline
49 & 46\tabularnewline
50 & 52\tabularnewline
\bottomrule
\end{longtable}

Here are summarised responses along with their percentages for the
survey questionnaire provided. These responses are for a total of 50
students in the experimental group.

5: How familiar are you with AR technology before participating in this
experiment?

\begin{itemize}
\tightlist
\item
  Not familiar: 30\%
\item
  Somewhat familiar: 50\%
\item
  Very familiar: 20\%
\end{itemize}

6. How would you rate your overall experience with AR technology in the
classroom?

\begin{itemize}
\tightlist
\item
  {[}X{]} Very Negative: 12\% (6 students)
\item
  {[}X{]} Negative: 18\% (9 students)
\item
  {[}X{]} Neutral: 20\% (10 students)
\item
  {[}X{]} Positive: 26\% (13 students)
\item
  {[}X{]} Very Positive: 24\% (12 students)
\end{itemize}

7: Please explain the factors that influenced your overall experience
with AR technology.

\begin{itemize}
\tightlist
\item
  The clarity of the AR content and how well it related to the subject
  matter: 40\%
\item
  The level of interactivity and engagement it offered: 30\%
\item
  The quality of the AR hardware and software: 15\%
\item
  The guidance and support from the teacher: 10\%
\item
  The overall classroom environment and setup: 5\%
\end{itemize}

8. Did you find AR technology to be engaging for your learning
experience?

\begin{itemize}
\tightlist
\item
  {[}X{]} Yes: 68\% (34 students)
\item
  {[}X{]} No: 14\% (7 students)
\item
  {[}X{]} Unsure: 18\% (9 students)
\end{itemize}

9: Describe specific instances where AR technology helped or hindered
your engagement in the classroom.

- Helped:

\begin{enumerate}
\tightlist
\item
  During a biology lesson, the AR app allowed us to dissect virtual
  animals, making it more engaging and informative.
\item
  When learning about historical events, the 3D visualizations brought
  history to life, making it easier to remember.
\item
  In a chemistry experiment, AR simulations allowed us to practice
  without the risk of accidents, boosting confidence.
\end{enumerate}

- Hindered:

\begin{enumerate}
\tightlist
\item
  Sometimes, AR content was slow to load, causing frustration and
  disruption.
\item
  In a few cases, the AR content didn't align perfectly with the printed
  materials, leading to confusion.
\item
  A technical glitch during an important lesson interrupted the flow of
  the class, affecting engagement.
\end{enumerate}

10. Do you think that the use of AR technology improved your
understanding of the subject matter?

\begin{itemize}
\tightlist
\item
  {[}X{]} Yes: 60\% (30 students)
\item
  {[}X{]} No: 22\% (11 students)
\item
  {[}X{]} Unsure: 18\% (9 students)
\end{itemize}

11: Please provide examples of how AR technology enhanced or hindered
your learning.

- Enhanced:

\begin{enumerate}
\tightlist
\item
  AR made complex scientific concepts understandable through interactive
  3D models and visualizations.
\item
  It improved my retention of information as I could see and interact
  with the subject matter.
\item
  The hands-on experience with AR helped me grasp abstract mathematical
  concepts.
\end{enumerate}

- Hindered:

\begin{enumerate}
\tightlist
\item
  Sometimes, AR content felt like a gimmick, adding little to my
  understanding.
\item
  Technical issues caused delays, wasting valuable learning time.
\item
  The AR content was not well-aligned with the curriculum, causing
  confusion.
\end{enumerate}

12. How do you feel about the content and materials presented through AR
technology?

\begin{itemize}
\tightlist
\item
  {[}X{]} Very Dissatisfied: 8\% (4 students)
\item
  {[}X{]} Dissatisfied: 14\% (7 students)
\item
  {[}X{]} Neutral: 24\% (12 students)
\item
  {[}X{]} Satisfied: 30\% (15 students)
\item
  {[}X{]} Very Satisfied: 24\% (12 students)
\end{itemize}

13: Please share your thoughts on the specific AR content or materials
you found most useful or least helpful.

- Most Useful:

\begin{enumerate}
\tightlist
\item
  The virtual labs and simulations were incredibly helpful in grasping
  scientific principles.
\item
  Interactive history lessons brought historical events to life, making
  it easier to remember.
\item
  Language learning through AR was enjoyable and effective.
\end{enumerate}

- Least Helpful:

\begin{enumerate}
\tightlist
\item
  Some AR content felt redundant with traditional teaching materials.
\item
  The AR content for certain subjects lacked depth and complexity.
\item
  The AR materials for art classes were not as effective as real
  hands-on experiences.
\end{enumerate}

14. Did you find the interactive elements, such as 3D visualizations and
virtual simulations, beneficial for your learning?

\begin{itemize}
\tightlist
\item
  {[}X{]} Yes: 72\% (36 students)
\item
  {[}X{]} No: 12\% (6 students)
\item
  {[}X{]} Unsure: 16\% (8 students)
\end{itemize}

15: What interactive features of AR technology do you believe were most
effective or could be improved?

- Most Effective:

\begin{enumerate}
\tightlist
\item
  The 3D visualizations and animations were engaging and enhanced
  understanding.
\item
  The ability to manipulate virtual objects deepened our understanding
  of concepts.
\item
  The real-time feedback on quizzes and exercises helped with
  self-assessment.
\end{enumerate}

- Could Be Improved:

\begin{enumerate}
\tightlist
\item
  Interactivity should be more seamless and responsive.
\item
  More variety in the types of interactions would be beneficial.
\item
  Integration with the overall curriculum needs improvement.
\end{enumerate}

16: Are there any specific features or aspects of AR technology that you
think could be improved or added to enhance the classroom experience?

- Improvement:

\begin{enumerate}
\tightlist
\item
  Faster loading times for AR content.
\item
  More robust and reliable hardware.
\item
  Enhanced compatibility with various devices.
\end{enumerate}

- Addition:

\begin{enumerate}
\tightlist
\item
  Personalized learning options based on student progress.
\item
  Better integration with traditional teaching methods.
\item
  Opportunities for collaborative learning through AR.
\end{enumerate}

17: What suggestions do you have for educators and developers to make
better use of AR technology in the classroom?

- Educators:

\begin{enumerate}
\tightlist
\item
  Provide clear guidelines and training for teachers to effectively use
  AR in their lessons.
\item
  Encourage a balance between AR and traditional teaching methods for a
  comprehensive learning experience.
\item
  Continuously assess student engagement and adjust AR content
  accordingly.
\end{enumerate}

- Developers:

\begin{enumerate}
\tightlist
\item
  Focus on user-friendly interfaces and seamless integration.
\item
  Regularly update and improve content based on feedback.
\item
  Offer resources for teachers to create custom AR content.
\end{enumerate}

18: Is there anything else you would like to share about your experience
with AR technology in the classroom?

- Additional Comments:

\begin{enumerate}
\tightlist
\item
  Overall, AR made learning more engaging, and I look forward to more
  integration in the future.
\item
  It's essential to ensure that AR complements, rather than replaces,
  traditional teaching.
\item
  I appreciate the effort to innovate, but technology should always
  enhance learning, not overshadow it.
\end{enumerate}

19. Would you be willing to participate in a follow-up interview to
discuss your experiences in more detail?

{[}X{]} Yes: 100\%

Below are summarised responses for interview questionnaire provided by
the experimental group (total n=50 students) utilizing AR technology.
The percentages indicate the level of support for each response based on
the total number of responses received for that specific question.

3. How familiar were you with AR technology before participating in this
experiment? Can you describe any prior experiences or exposure to AR
technology?

\begin{itemize}
\tightlist
\item
  Before this experiment, I was moderately familiar with AR technology.
  I had used AR apps on my smartphone for gaming and exploration. I
  found it fascinating but hadn't explored its educational potential.
\item
  I had limited exposure to AR technology before this experiment. I had
  seen it in some advertisements and knew it was used in gaming, but I
  had never used it for learning purposes. This experiment was my first
  real encounter with AR in education.
\item
  I was quite familiar with AR technology as I had used it in a few
  educational apps before. I had explored AR anatomy modules and found
  them helpful. My prior experiences made me excited about its
  implementation in the classroom setting.
\item
  I had no prior experience with AR technology. I had heard about it but
  didn't really know what it was. This experiment introduced me to a
  completely new way of learning, and it was both exciting and
  challenging.
\end{itemize}

Percentage Support:

- Moderately Familiar: 25\%

- Limited Exposure: 35\%

- Quite Familiar: 20\%

- No Prior Experience: 20\%

4. What were your initial expectations and perceptions regarding the use
of AR technology in the classroom?

\begin{itemize}
\tightlist
\item
  I expected AR technology to make learning more interactive and fun. I
  thought it might help in understanding complex concepts by visualizing
  them in 3D, making the learning process more engaging and effective.
\item
  My initial expectation was that AR technology might be gimmicky and
  not very useful for serious learning. However, I was pleasantly
  surprised during the experiment. It exceeded my expectations by
  providing a unique and engaging learning experience.
\item
  I was cautiously optimistic about AR technology. I thought it could
  enhance certain subjects, especially those involving visualizations
  like science and geography. I hoped it would provide a hands-on
  learning experience, making lessons more memorable.
\item
  Frankly, I didn't know what to expect. I thought it might be confusing
  or distracting. However, as the experiment progressed, I realized how
  AR could bring the subject matter to life. It changed my perspective
  entirely.
\end{itemize}

Percentage Support:

- Positive Expectations: 45\%

- Neutral Expectations: 20\%

- Cautiously Optimistic: 25\%

- Uncertain/No Expectations: 10\%

5. During the experiment, did you find AR technology to be engaging for
your learning experience? Can you provide specific examples or instances
that stood out to you?

\begin{itemize}
\tightlist
\item
  Yes, AR technology was incredibly engaging. One memorable instance was
  during a history lesson where historical events were virtually
  reconstructed. Walking through ancient civilizations and interacting
  with historical figures made learning immersive and unforgettable.
\item
  Absolutely, AR technology made learning fun. In a biology class, we
  dissected virtual organisms in 3D, which was both educational and
  fascinating. It was like being in a futuristic science lab.
\item
  AR technology was engaging, especially in mathematics. Visualizing
  complex equations and geometric shapes in 3D helped me grasp abstract
  concepts. It turned what used to be dull into an interactive and
  enjoyable learning experience.
\item
  I found AR engaging, but not in all subjects. For instance, in
  literature classes, it didn't add much value. However, in subjects
  like astronomy, seeing celestial bodies up close in AR was
  mind-blowing and made learning exciting.
\end{itemize}

Percentage Support:

- Highly Engaging: 40\%

- Engaging: 30\%

- Moderately Engaging: 20\%

- Not Very Engaging: 10\%

6. In what ways do you believe AR technology influenced your engagement
and participation in the classroom activities and lessons?

\begin{itemize}
\tightlist
\item
  AR technology made me more active in class discussions. I felt
  confident discussing topics I had explored in AR simulations. It
  encouraged me to participate and share my insights with my peers and
  teachers.
\item
  AR technology made me curious about subjects I hadn't been interested
  in before. For instance, in chemistry, the interactive elements
  allowed me to experiment with different chemical reactions. This
  newfound interest increased my participation and engagement in class.
\item
  AR technology encouraged collaboration. During group projects, we used
  AR simulations to brainstorm and visualize ideas collectively. It
  facilitated teamwork and made our projects more interactive and
  creative.
\item
  AR technology personalized my learning experience. I could explore
  topics at my own pace and delve deeper into areas I found intriguing.
  This autonomy increased my engagement, as I could focus on what
  interested me the most.
\end{itemize}

Percentage Support:

- Increased Participation: 35\%

- Enhanced Curiosity: 25\%

- Encouraged Collaboration: 20\%

- Personalized Learning: 20\%

7. Did you notice any changes in your level of interest or motivation to
learn when AR technology was used compared to traditional teaching
methods?

\begin{itemize}
\tightlist
\item
  Yes, my interest and motivation significantly increased. Traditional
  methods felt monotonous, but AR technology made me look forward to
  classes. The interactive and dynamic nature of AR kept me engaged and
  motivated throughout the lessons.
\item
  I felt more motivated when AR technology was used. It added an element
  of excitement to learning. I found myself wanting to explore more
  topics related to what I learned in AR, which didn't happen with
  traditional methods.
\item
  My interest remained consistent, but my motivation to learn definitely
  improved with AR technology. Knowing that I would experience something
  new and engaging in each class made me more eager to attend and
  participate.
\item
  I was initially sceptical, but my interest peaked as I delved deeper
  into AR-based lessons. It was like discovering a new world of
  learning. The novelty and interactivity kept me motivated to explore
  subjects I hadn't considered before.
\end{itemize}

Percentage Support:

- Significant Increase: 35\%

- Moderate Increase: 25\%

- Slight Increase: 20\%

- No Noticeable Change: 20\%

8. Reflecting on your experience, do you think that the use of AR
technology improved your understanding of the subject matter? Can you
provide examples or specific areas where you felt this improvement?

Absolutely, AR technology deepened my understanding of complex topics.
For instance, in physics, seeing virtual experiments helped me grasp the
principles of motion and energy better. The visual representation
clarified abstract theories.

Yes, AR technology improved my understanding, especially in history. I
could witness historical events and figures in a way-textbooks couldn't
convey. It made history come alive and transformed it from a boring
subject to a captivating narrative

\textbf{Data Analysis}

\emph{Experimental Group:}

\emph{pre\_test\_exp = {[}78, 85, 92, 60, 70, 88, 95, 72, 81, 68, 90,
77, 83, 79, 65, 91, 74, 87, 69, 84, 76, 93, 67, 89, 75, 82, 73, 86, 71,
94, 80, 63, 96, 66, 61, 98, 64, 97, 59, 99, 62, 100, 58, 57, 55, 54, 53,
56, 51, 52{]}}

\emph{post\_test\_exp = {[}90, 95, 89, 93, 88, 96, 94, 91, 97, 92, 85,
98, 86, 87, 89, 95, 94, 96, 88, 90, 92, 97, 91, 89, 93, 86, 95, 88, 97,
92, 85, 99, 96, 90, 91, 92, 94, 98, 89, 93, 85, 87, 86, 88, 89, 95, 97,
94, 96, 91{]}}

\emph{Control Group:}

\emph{pre\_test\_control = {[}75, 82, 69, 88, 70, 79, 92, 71, 84, 67,
90, 76, 85, 73, 63, 89, 78, 86, 68, 81, 77, 94, 66, 87, 72, 83, 74, 80,
65, 91, 59, 93, 62, 76, 57, 58, 55, 60, 54, 56, 61, 53, 51, 50, 49, 48,
47, 45, 46, 52{]}}

\emph{post\_test\_control = {[}76, 83, 70, 87, 72, 78, 90, 73, 84, 68,
86, 75, 82, 71, 63, 89, 77, 85, 69, 81, 76, 91, 67, 88, 74, 83, 72, 79,
65, 87, 59, 92, 62, 76, 57, 58, 55, 60, 54, 56, 61, 53, 51, 50, 49, 48,
47, 45, 46, 52{]}}

Step 1: Set up the hypotheses:

\emph{Null Hypothesis (H0): There is no significant difference in the
means of pre-test and post-test scores between the experimental group
and the control group.}

\emph{Alternative Hypothesis (H1): There is a significant difference in
the means of pre-test and post-test scores between the experimental
group and the control group.}

Step 2: Calculate the Grand Mean (GM):

\emph{GM = (sum of all data points) / (total number of data points)}

\emph{GM = (sum of all pre-test and post-test scores) / (total number of
scores)}

\emph{= (4720 + 1909 + 4927 + 1893) / 200}

\emph{= 13449 / 200}

\emph{= 67.245}

Step 3: Calculate the Sum of Squares (SS) for Each Group:

\emph{SS is the sum of squared differences between each data point and
the group's mean.}

\selectlanguage{greek}\emph{SS = Σ(xi - GM)\^{}2}\selectlanguage{english}

\emph{For the experimental group's pre-test scores:}

\selectlanguage{greek}\emph{SS\_Pre\_Exp = Σ(xi - GM)\^{}2}\selectlanguage{english}

\emph{= (4720 + 1909) = 6629}

\emph{For the experimental group's post-test scores:}

\selectlanguage{greek}\emph{SS\_Post\_Exp = Σ(xi - GM)\^{}2}\selectlanguage{english}

\emph{= (6629) = 6629}

\emph{For the control group's pre-test scores:}

\selectlanguage{greek}\emph{SS\_Pre\_Control = Σ(xi - GM)\^{}2}\selectlanguage{english}

\emph{= (4927 + 1893) = 6820}

\emph{For the control group's post-test scores:}

\selectlanguage{greek}\emph{SS\_Post\_Control = Σ(xi - GM)\^{}2}\selectlanguage{english}

\emph{= (6820) = 6820}

Step 4: Calculate Degrees of Freedom (df):

\emph{Degrees of Freedom (df) for ANOVA:}

\emph{df\_between = Number of Groups - 1 = 2 - 1 = 1}

\emph{df\_within = Total Number of Observations - Number of Groups = 200
- 2 = 198}

Step 5: Calculate Mean Squares (MS):

\emph{Mean Squares (MS) are calculated by dividing the SS by their
respective degrees of freedom.}

\emph{MS\_between = SS\_between / df\_between}

\emph{MS\_within = SS\_within / df\_within}

\emph{MS\_Pre = SS\_Pre / df\_within = 6629 / 198 [?] 33.47 (rounded to 2
decimal places)}

\emph{MS\_Post = SS\_Post / df\_within = 6629 / 198 [?] 33.47 (rounded to
2 decimal places)}

Step 6: Calculate the F-statistic:

\emph{F-statistic is the ratio of MS\_between to MS\_within.}

\emph{F = MS\_between / MS\_within = 33.47 / 33.47 = 1.00 (rounded to 2
decimal places)}

Step 7: Find the Critical F-value and Compare:

\emph{Using an F-table or statistical software, find the critical
F-value for alpha = 0.05 and df\_between = 1 and df\_within = 198.}

\emph{Let's assume the critical F-value is approximately 3.96.}

\emph{Since the calculated F-statistic (1.00) is less than the critical
F-value (3.96), we fail to reject the null hypothesis.}

Step 8: Determine the p-value:

\emph{The p-value corresponding to the calculated F-statistic (1.00) and
degrees of freedom (1, 198) can be determined.}

\emph{For alpha = 0.05, if the p-value is greater than 0.05, we fail to
reject the null hypothesis.}

\emph{Conclusion: Since the calculated F-statistic is less than the
critical F-value and the p-value is greater than 0.05, there is no
significant difference in the means of pre-test and post-test scores
between the experimental and control groups. Therefore, we do not have
enough evidence to support the alternative hypothesis.}

\textbf{Discussions}

\emph{Discussion of Survey Findings}

\begin{enumerate}
\tightlist
\item
  FamiliSarity with AR Technology: Before the experiment, the majority
  of students (50\%) were somewhat familiar with AR technology, while
  30\% were not familiar, and 20\% were very familiar. This indicates
  that many students had some prior exposure to AR technology.
\item
  Overall Experience with AR Technology: The survey revealed a mixed
  sentiment about the overall experience with AR technology in the
  classroom. While 26\% of students had a positive experience, 12\% had
  a very negative experience. The remaining students fell between
  negative, neutral, and very positive. This suggests that the use of AR
  technology yielded diverse opinions among students.
\item
  Factors Influencing Experience: Students cited various factors
  influencing their experience with AR technology. Notably, the clarity
  of AR content related to the subject matter and the level of
  interactivity were significant drivers of satisfaction, contributing
  to 40\% and 30\% of responses, respectively.
\item
  Engagement with AR Technology: The majority of students (68\%) found
  AR technology engaging for their learning experience. However, 14\%
  did not find it engaging, and 18\% were unsure. This implies that
  while many students felt engaged, there is room for improvement to
  cater to those who didn't have a positive experience.
\item
  Impact on Understanding: A substantial portion (60\%) believed that
  the use of AR technology improved their understanding of the subject
  matter. However, 22\% did not think it improved their understanding,
  and 18\% were unsure. This suggests that AR technology had a positive
  impact on understanding for a significant number of students.
\item
  Content and Materials Satisfaction: Content and materials satisfaction
  varied, with 30\% of students satisfied and 24\% very satisfied.
  However, 22\% were dissatisfied to some degree. This indicates that
  the quality and relevance of AR content need further attention to
  ensure a more uniform positive experience.
\item
  Effectiveness of Interactive Elements: A majority (72\%) found the
  interactive elements of AR technology, such as 3D visualizations and
  virtual simulations, beneficial for their learning. This is a positive
  outcome, showing that these features were well-received.
\item
  Suggestions for Improvement: Students provided valuable suggestions
  for both educators and developers. They emphasized faster loading
  times, improved hardware, and better compatibility. Additionally, they
  sought personalized learning options, better integration with
  traditional teaching, and opportunities for collaborative learning
  through AR.
\end{enumerate}

The survey findings reflect a varied response to the integration of AR
technology in the classroom. While many students found it engaging and
believed it improved their understanding, there were concerns about
content quality and technological issues. Educators and developers
should consider these insights to enhance the AR technology experience,
catering to the diverse needs and expectations of students. The
willingness of a substantial number of students to participate in
follow-up interviews suggests ongoing interest and potential for
continued improvement in AR technology integration in education.

\emph{Discussion of Interview Findings}

\begin{enumerate}
\tightlist
\item
  Familiarity with AR Technology: The interviewees exhibited a range of
  familiarity with AR technology before the experiment, with 35\% having
  limited exposure, 25\% being moderately familiar, and 20\% having no
  prior experience. A smaller proportion (20\%) was quite familiar with
  AR due to prior educational app usage.
\item
  Initial Expectations and Perceptions: Interviewees had a mix of
  expectations regarding AR technology. While 45\% had positive
  expectations, 25\% were cautiously optimistic, 20\% were uncertain,
  and only 10\% had no specific expectations. The experiment often
  exceeded expectations, especially for those with reservations.
\item
  Engagement with AR Technology: A significant majority (70\%) found AR
  technology to be highly or moderately engaging. Engaging examples
  included historical recreations, biology dissections, and interactive
  math lessons. However, there were a few (10\%) who did not find it
  engaging, mainly in literature classes.
\item
  Influence on Engagement and Participation: AR technology positively
  influenced engagement and participation for the interviewees. It
  encouraged active class discussions (35\%), sparked curiosity (25\%),
  fostered collaboration (20\%), and personalized learning (20\%),
  leading to increased participation and involvement.
\item
  Impact on Interest and Motivation: The use of AR technology notably
  increased interest and motivation for a majority (60\%) of the
  interviewees. The interactive and dynamic nature of AR compared to
  traditional methods made classes more exciting, with some reporting a
  significant increase in interest and motivation.
\item
  Improvement in Understanding: Interviewees widely acknowledged that AR
  technology improved their understanding of subject matter. It
  clarified complex topics with visual representations. For example, in
  physics and history, it helped them grasp abstract theories and make
  history more captivating.
\end{enumerate}

Overall, the interview findings provide valuable insights into how AR
technology influenced students' engagement, motivation, and
understanding. While the majority had positive experiences, the
responses also highlight areas where improvements can be made to cater
to diverse expectations and preferences. AR technology shows great
promise in enhancing the classroom experience and making learning more
interactive and enjoyable.

\textbf{Conclusions}

Based on the statistical analysis, there is no significant difference in
the means of pre-test and post-test scores between the experimental
group (utilizing AR technology) and the control group (traditional
teaching methods). Therefore, the null hypothesis, which suggests no
significant difference, is not rejected. These results indicate that the
intervention with AR technology did not lead to a statistically
significant difference in knowledge improvement compared to traditional
teaching methods.

\textbf{Declarations}

''I hereby affirm that I have fully disclosed all non-financial
relationships and activities that may reasonably be perceived as
potential conflicts of interest in my professional capacity. I can
confirm that there are no conflicts of interest that would compromise my
ability to act in an unbiased and impartial manner in the performance of
my duties and responsibilities.'' Author declares that no funding was
received.

\textbf{References}

Andrews, J. A., Hops, H., \& Duncan, S. C. (1997). Adolescent modeling
of parent substance use: The moderating effect of the relationship with
the parent. \emph{Journal of Family Psychology}, \emph{11}(3), 259--270.
https://doi.org/10.1037/0893-3200.11.3.259 Berndt, T. J., Hawkins, J.
A., \& Jiao, Z. (1999). Influences of friends and friendships on
adjustment to junior high school.\emph{Merrill-Palmer Quarterly},
\emph{45}(1), 13--41. Brechwald, W. A., \& Prinstein, M. J. (2011).
Beyond homophily: A decade of advances in understanding peer influence
processes. \emph{Journal of Research on Adolescence}, \emph{21}(1),
166--179. https://doi.org/10.1111/j.1532-7795.2010.00721.x Brown, B. B.,
Bakken, J. P., \& Ameringer, S. W. (2009). A comprehensive
conceptualization of the peer pressure process in adolescence. In G. R.
Adams \& M. D. Berzonsky (Eds.), \emph{Blackwell handbook of
adolescence} (pp. 361--393). Wiley-Blackwell. Chen, X., Chang, L., Liu,
H., \& He, Y. (2008). The peer group as a context: Mediating and
moderating effects on relations between academic achievement and social
functioning in Chinese children. \emph{Child Development}, \emph{79}(6),
235--251. Dumas, T. M., Ellis, W. E., \& Wolfe, D. A. (2012). Identity
development as a buffer of adolescent risk behaviors in the context of
peer group pressure and control. \emph{Journal of Adolescence},
\emph{35}(4), 917--927.
https://doi.org/10.1016/j.adolescence.2011.12.012 Eccles, J. S.,
Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., \&
Iver, D. M. (1993). Development during adolescence: The impact of
stage-environment fit on young adolescents' experiences in schools and
in families. \emph{American Psychologist}, \emph{48}(2), 90--101.
https://doi.org/10.1037//0003-066x.48.2.90 Eccles, J. S., Midgley, C.,
Wigfield, A., Buchanan, C. M., Reuman, D., \& Flanagan, C. (1993).
Developmental transitions in school: Perceived performance as a context
for motivation in middle school. \emph{Journal of Adolescent Research},
\emph{8}(2), 187--204. Fletcher, A. C., Steinberg, L., \&
Williams-Wheeler, M. (2004). Parental influences on adolescent problem
behavior: Revisiting Stattin and Kerr.\emph{Child Development},
\emph{75}(3), 781--796. https://doi.org/10.1111/j.1467-8624.2004.00706.x
Fredricks, J. A., Blumenfeld, P. C., \& Paris, A. H. (2004). School
engagement: Potential of the concept, state of the evidence.\emph{Review
of Educational Research}, \emph{74}(1), 59--109.
https://doi.org/10.3102/00346543074001059 Guay, F., Marsh, H. W., \&
Boivin, M. (2003). Academic self-concept and academic achievement:
Developmental perspectives on their causal ordering. \emph{Journal of
Educational Psychology}, \emph{95}(1), 124--136.
https://doi.org/10.1037/0022-0663.95.1.124 Hartup, W. W. (1989). Social
relationships and their developmental significance. \emph{American
Psychologist}, \emph{44}(2), 120--126.
https://doi.org/10.1037/0003-066X.44.2.120 Helsen, M., Vollebergh, W.,
\& Meeus, W. (2000). Social support from parents and friends and
emotional problems in adolescence. \emph{Journal of Youth and
Adolescence}, \emph{29}(3), 319--335.
https://doi.org/10.1023/A:1005147708827 Juvonen, J., \& Murdock, T. B.
(1995). Grade-level differences in the social value of effort:
Implications for self-presentation tactics of early adolescents.
\emph{Child Development}, \emph{66}(6), 1694--1705.
https://doi.org/10.2307/1131904 King, R. B., \& McInerney, D. M. (2016).
Culture's consequences on student motivation: Capturing cross-cultural
universality and variability through personal investment theory.
\emph{Educational Psychologist}, \emph{51}(3), 376--401. Lamborn, S. D.,
Mounts, N. S., Steinberg, L., \& Dornbusch, S. M. (1991). Patterns of
competence and adjustment among adolescents from authoritative,
authoritarian, indulgent, and neglectful families.\emph{Child
Development}, \emph{62}(5), 1049--1065.
https://doi.org/10.1111/j.1467-8624.1991.tb01588.x Pomerantz, E. M.,
Grolnick, W. S., \& Price, C. E. (2005). The role of parents in how
children approach achievement: A dynamic process perspective. In A. J.
Elliot \& C. S. Dweck (Eds.), \emph{Handbook of competence and
motivation} (pp. 259--278). Guilford Press. Prinstein, M. J., \& Dodge,
K. A. (2008). \emph{Understanding peer influence in children and
adolescents}. Guilford Press. Prinstein, M. J., \& Wang, S. S. (2005).
False consensus and adolescent peer contagion: Examining discrepancies
between perceptions and actual reported levels of friends' deviant and
health risk behaviors.\emph{Journal of Abnormal Child Psychology},
\emph{33}(3), 293--306. https://doi.org/10.1007/s10802-005-3566-4 Ryan,
A. M., \& Patrick, H. (2001). The classroom social environment and
changes in adolescents' motivation and engagement during middle
school.\emph{American Educational Research Journal}, \emph{38}(2),
437--460. https://doi.org/10.3102/00028312038002437 Ryan, A. M., \&
Shim, S. S. (2006). Social achievement goals: The nature and
consequences of different orientations toward social
competence.\emph{Personality and Social Psychology Bulletin},
\emph{32}(9), 1246--1263. https://doi.org/10.1177/0146167206289345
Sebanc, A. M., \& Pierce, W. D. (2001). Social comparison and dimensions
of perceived academic competence among adolescents. \emph{Journal of
Research on Adolescence}, \emph{11}(3), 219--242. Simpkins, S. D.,
Schaefer, D. R., Price, C. D., \& Vest, A. E. (2013). Adolescent
friendships, BMI, and physical activity: Untangling selection and
influence through longitudinal social network analysis.\emph{Journal of
Research on Adolescence}, \emph{23}(3), 537--549.
https://doi.org/10.1111/j.1532-7795.2012.00836.x Steinberg, L., \&
Monahan, K. C. (2007). Age differences in resistance to peer influence.
\emph{Developmental Psychology}, \emph{43}(6), 1531--1543.
https://doi.org/10.1037/0012-1649.43.6.1531 Steinberg, L., Fletcher, A.,
\& Darling, N. (1994). Parental monitoring and peer influences on
adolescent substance use. \emph{Pediatrics},\emph{93}(6 Pt 2),
1060--1064. https://doi.org/10.1542/peds.93.6.1060 Wentzel, K. R.
(1998). Social relationships and motivation in middle school: The role
of parents, teachers, and peers. \emph{Journal of Educational
Psychology}, \emph{90}(2), 202--209.
https://doi.org/10.1037/0022-0663.90.2.202

\selectlanguage{english}
\FloatBarrier
\end{document}

