Despite rising interest in immersive technologies, research on Augmented Reality’s (AR) pedagogical impact in philological learning and creative writing remains limited. Traditional digital storytelling platforms often fall short in engaging students or supporting complex narrative development. This study examines how AR-enhanced storytelling compares with conventional methods in fostering philology students’ creative writing skills, including narrative complexity, character development, scene vividness, language use, and structural coherence, while also assessing cognitive load and situational anxiety. A quasi-experimental design was employed with sixty undergraduate students ( n = 60, M age = 21.5, SD = 1.04) who were non-randomly and equally assigned to either the AR-supported group (experimental) or the StoryJumper-supported group (control). Over seven weeks, both groups completed storytelling tasks, with assessments conducted pre- and post-intervention. Mixed ANOVA and t-tests revealed significantly stronger outcomes in the AR group across all measured dimensions. Participants using AR demonstrated greater gains in philological knowledge, richer narrative construction, reduced cognitive load, and lower anxiety levels. These findings suggest AR storytelling promotes deeper engagement and creativity, while also easing mental strain and emotional discomfort. The large effect sizes underscore AR’s transformative potential in philology education, offering a powerful tool to enhance content mastery, writing proficiency, and learner confidence in creative and analytical domains.
Νικόλαος Πέλλας (Fri,) studied this question.