Mantasia, Hamida Suryani, Sutarsi Suhaeb, Indra Sukma, Hendra Jaya
This study aims to explore students’ perceptions and acceptance levels of the use of augmented reality (AR) in hybrid learning, focusing on aspects of usefulness, attitudes, benefits, and perceived limitations. This study is useful in providing insights into the potential of AR as a transformative learning medium that can increase student motivation, understanding, and engagement, while also generating pedagogical recommendations to support more effective hybrid learning implementation. The research method used was a descriptive approach involving 75 students from the Faculty of Engineering, Makassar State University, who had at least four months of experience in using AR. Data were collected through questionnaires and interviews, then analyzed to explore perceptions, attitudes, benefits, and shortcomings of using AR in the context of hybrid learning. The results showed that students had positive perceptions and a high level of acceptance of AR, as indicated by an average acceptance score of 4.12 and a perception score of 3.96. The most significant benefits were an increase in understanding of abstract concepts (M = 4.32), an increase in self-directed learning motivation (M = 4.36), and more engaging interactivity (M = 4.41). However, several shortcomings were also found, such as the potential for excessive dependence that triggers passive learning, technical limitations, concerns about data privacy, and the risk of decreased creativity and originality. The conclusion of this study is that the integration of augmented reality in hybrid learning is worth developing because it has been proven to improve students’ understanding, motivation, and collaboration. However, its implementation needs to be supported by pedagogical strategies such as problem-based learning, scaffolding, and critical reflection so that students do not only rely on instant visualization but also continue to hone their creativity, critical thinking, and independent learning. © 2026 by the authors of this article. Published under CC-BY.
Universitas Negeri Makassar, Makassar, Indonesia
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