Development Of An Instructional Module For Learning Arabic Poetry Through Augmented Reality Technology

Mohamad Lukman Al Hakim Hamadi Md. Noor (International Islamic University Sultan Abdul Halim Mu'adzam Shah (UniSHAMS))
Mohd Feham Md. Ghalib (Department of Arabic Language & Literature, Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia (IIUM))

Ijaz Arabi Journal of Arabic Learning
Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning

Augmented Reality (AR) has gained increasing attention in educational research for its potential to enhance learning through immersive and multimodal experiences; however, its application in Arabic poetry learning remains underexplored. This study aims to analyse pedagogical challenges and learner needs in studying Arabic poetry, to design an AR-based instructional module grounded in instructional design and multimedia learning principles, and to develop and evaluate the early usability and pedagogical value of the proposed module through the i-Oasis application. A quantitative research design employing a survey-based needs analysis was implemented with five undergraduate Arabic learners who used the AR application over two instructional sessions within one week. Descriptive statistical analysis revealed that difficult vocabulary constituted the most critical challenge (100%), followed by complex grammar, lack of historical and cultural context, and difficulty in visualising poetic imagery (each at 80%), while low interaction and boredom were reported by 40% of participants. Learners demonstrated a strong preference for visual explanations (100%), contextual and digital learning approaches (80%), and multimodal AR content integrating text, images, audio, video, animation, and three-dimensional objects (100%). From a usability perspective, page-flipping navigation (100%), combined icon–text menus (80%), and mobile-first design (60%) were strongly favoured. These findings confirm that the challenges of Arabic poetry learning are not purely linguistic but are deeply tied to visualisation, contextualisation, and learner engagement. The study contributes to the emerging field of immersive literary learning by providing empirically grounded design requirements for AR-based Arabic poetry instruction. Although constrained by a small sample size and short implementation duration, the findings offer a robust foundation for future large-scale experimental and longitudinal research on AR-supported literary education.