Students suffer academic procrastination while dealing with frequent deadlines and working under pressure. This causes to delay their coursework and may affect their academic progress. Triggering students’ motivation, like introducing technologies, helps to reduce procrastination. In this context, Augmented Reality has been used before to stimulate learning in Engineering Education, and this study reveals that introducing this technology has also a visible effect in reducing academic procrastination. It was observed that this reduction was visible even after two different groups of students had worked in several tasks before introducing AR. However, it is not possible to conclude if the observed reduction is just caused by a novelty effect and cannot be maintained over time, or if it is linked to a more intrinsic attraction that students perceive for modern technologies that helps to reduce academic procrastination more consistently.
Material and methods:
Data acquisition with Moodle. Statistic analysis
The main goal of this paper was analysing the effect of AR over academic procrastination on engineering students.
When AR was introduced, it was observed that students’ behaviour was closer to be statisti-cally normal, and academic procrastination was visible reduced even after the students worked on several tasks before, and despite which students’ group was analysed.
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