Potential Abstract:
This research article examines the potential of emancipatory ungrading as a pedagogical approach that combines the use of augmented reality (AR) and Creative Commons (CC) licensing to enhance textuality in education. Emancipatory ungrading challenges traditional grading practices by fostering learner agency, critical thinking, and creativity. By leveraging the affordances of AR, students are immersed in interactive and multimodal learning experiences that promote meaningful engagement with texts. Moreover, the integration of CC licensing allows for the creation and sharing of open educational resources, empowering learners to actively participate in the co-creation and dissemination of knowledge.
Drawing on a theoretical framework rooted in critical pedagogy and new literacies, this research investigates the impact of emancipatory ungrading on learner motivation, engagement, and textual comprehension. The study employs a mixed-methods approach, including qualitative interviews, classroom observations, and pre- and post-assessments, to gather data from a sample of secondary school students and their teachers. The findings offer insights into the affordances and challenges of implementing emancipatory ungrading in diverse educational contexts.
The results suggest that emancipatory ungrading, supported by AR and CC licensing, has the potential to transform traditional classroom practices, shifting the focus from summative assessment to a more process-oriented and collaborative approach to learning. The use of AR facilitates the creation of immersive and interactive learning environments, enabling students to explore texts in new and engaging ways. Additionally, CC licensing empowers learners to access, remix, and redistribute educational resources, promoting a culture of openness and collaboration.
This research contributes to the field by providing empirical evidence of the benefits and challenges of implementing emancipatory ungrading, augmented reality, and Creative Commons licensing in educational settings. The findings inform pedagogical practices and policy decisions, highlighting the importance of student agency, critical literacy, and the ethical use of digital resources. By embracing these innovative approaches, educators can foster a more inclusive and participatory learning environment that nurtures students’ textuality skills and prepares them for the complex demands of the twenty-first century.
Potential References:
- Protopian mises-en-scène: The collaborative design of a queer femme augmented reality face filter
- The metaverse as opportunity for architecture and society: design drivers, core competencies
- Research handbook on the law of virtual and augmented reality
- A Study on Innovation and Technology for Transforming Education: Emerging Trends and Impact
- Pre-service Natural Sciences teachers’ experiences of Virtual and Augmented Reality-enhanced Inquiry Learning
