AN AUGMENTED REALITY-BASED INTERACTIVE LEARNING IN MORAL EDUCATION: ADVANCING MORAL REASONING AMONG SECONDARY STUDENTS ": THE NOMINAL GROUP TECHNIQUE APPROACH

Résumé

This study used the Nominal Group Technique (NGT) to create an augmented reality (AR)--based interactive teaching model for moral education to improve moral reasoning among secondary pupils. Seven specialists in moral education, educational technology, and adolescent psychology attended an online NGT session. The study was based on Kohlberg's Theory of Moral Development and Situated Learning Theory. Six essential dimensions were assessed, including fundamental moral cognition, conformity-driven moral reasoning, universal ethical knowledge, real-world scenario integration, collaborative learning, and learner-centered teaching methods. The results revealed substantial expert consensus across all aspects, with a particular emphasis on real-world scenario integration and personalized learning experiences. The findings indicate that augmented reality has considerable promise for creating immersive, engaging moral education experiences that connect theoretical understanding with practical application. This work lays a solid foundation for the creation of AR-based moral teaching tools, while also identifying areas for further research and practical implementation issues