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Drawing from the uses and gratifications theory (U&amp;GT), this study aims to explore the use of AR for learning satisfaction and student engagement, while also examining differences in learning styles.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>This study used experiments with higher education students in the UK to explore the use of AR as part of the learning experience. Data from 173 students who experienced AR as part of their learning experience were analysed using partial least square analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>The authors found that hedonic, utilitarian, sensual and modality gratifications influence AR\u00a0learning satisfaction and student engagement. Furthermore, the authors found differences between active and passive learners with regards to utilitarian (information seeking, personalisation) and sensual gratifications (immersion, presence) and effects on learning satisfaction.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This study developed and validated a U&amp;GT framework incorporating different learning styles rooted in Kolb\u2019s learning cycle. Findings provide important implications for the use of commercial AR\u00a0applications as part of the learning experience within higher education settings.<\/jats:p><\/jats:sec>","DOI":"10.1108\/itp-10-2021-0823","type":"journal-article","created":{"date-parts":[[2023,4,17]],"date-time":"2023-04-17T10:35:16Z","timestamp":1681727716000},"page":"1251-1278","source":"Crossref","is-referenced-by-count":17,"title":["Can augmented reality (AR) applications enhance students\u2019 experiences? 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