Exploring The Impact of Emerging Technologies in Instructional Design on Students’ Learning; Comparison Between Middle-Fee Schools and High-Fee Schools

Abstract

The use of developing technologies such as AR, VR, simulation, and gamification appears to become incumbent upon the learners of this era (21^st century). The use of these technologies is increasing at an exponential rate in different walks of life, yet their effectiveness in school contexts is under exploration. This study investigated how students of private schools in Karachi, divided into middle-fee and high-fee schools, perceive the use of technology-enhanced learning in everyday learning. The study explored students’ use of emerging technologies, their effect on students’ engagement and students’ preferences, the impact emerging technologies could possibly have on students’ learning, the challenges students faced during the learning process and their interest in making these tools part of their class routines. A mixed-method research design was employed, surveying 210 students in grades 5-8 across 15 private schools, supplemented by 55 responses from students on an open-ended question. The study revealed that students advocated the use of emerging technologies in classrooms to turn learning into an engaging experience. Moreover, students expressed their preference for replacing lecture-based learning with tech-based learning. The study also reported a digital divide between the middle-fee and high-fee schools, providing evidence of limited use of emerging technology by the latter group. The findings revealed that the students of high-fee schools frequently use emerging technologies in the classroom and are more aware of their benefits than the middle-fee school students. Whereas, the middle-fee school students are more interested (than the high-fee school students) in exploring the exotic learning experiences of emerging technologies to aid their learning process.