Synergistic effects of AR and reflective pedagogy: growth and challenges in practical learning among students of varying academic achievement

With the advancement of AI and unmanned factories, technical education must cultivate not only students’ technical abilities but also their critical thinking and problem-solving skills. This study investigates the integration of augmented reality (AR) with reflective pedagogy to enhance practical learning among students with varying academic achievement levels. A mixed-methods design was employed to examine how AR-supported reflection impacts self-efficacy, collaboration, and learning motivation. Results indicate that the proposed strategy significantly improved self-efficacy in low- and mid-achieving students, enabling them to engage more confidently in hands-on tasks. The reflective process, supported by immediate feedback from AR tools, helped students identify and correct mistakes, enhancing the application of theoretical knowledge to real-world scenarios. The teaching design also encouraged active participation and communication, especially among mid-level students, while offering low-achieving learners accessible guidance and stimulating high-achievers with more complex challenges. Overall, the AR-integrated approach fostered student autonomy, interest, and reflective capacity. This study provides empirical evidence that combining AR technology with reflective instructional strategies enhances student performance and supports differentiated instruction. It offers a valuable framework for bridging the gap between theory and practice in technical education, promoting deeper understanding and skill transformation across diverse learner profiles.