TRANSFORMING CLASSICAL ARABIC POETRY LEARNING THROUGH AUGMENTED REALITY: A DESIGN-BASED STUDY IN UNIVERSITY LEVEL

Abstract

The teaching of Classical Arabic poetry in higher education continues to present significant pedagogical challenges, particularly for non-native speakers of Arabic who must contend with dense linguistic structures, complex imagery, and culturally embedded meanings. Conventional text-centred instructional approaches have often proven insufficient in fostering sustained engagement and deep literary comprehension. In response to these challenges, this study explores the pedagogical potential of Augmented Reality (AR) as a curriculum-aligned medium for advanced Arabic literary instruction. Guided by a Design and Development Research (DDR) methodology and grounded in constructivist learning theory, multimedia learning theory, and experiential learning theory, the study reports on the design, development, and prototype implementation of i-Syair, an AR-based mobile application for Classical Arabic poetry at the tertiary level. Evidence of learner engagement and comprehension was derived from classroom observation, informal learner feedback, and interaction with the prototype during implementation. The findings indicate that AR-supported learning environments offer indications of increased learner engagement and can support the interpretation of poetic imagery and themes when aligned with curricular objectives and learning theory. By extending the application of AR beyond foundational language learning into advanced humanities education, this study contributes a theoretically informed and pedagogically grounded model for innovation in Arabic literary pedagogy.