{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T00:33:26Z","timestamp":1777509206643,"version":"3.51.4"},"reference-count":25,"publisher":"MDPI AG","issue":"12","license":[{"start":{"date-parts":[[2023,12,13]],"date-time":"2023-12-13T00:00:00Z","timestamp":1702425600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["MTI"],"abstract":"<jats:p>There are various ways that teachers manage student disengagement levels during their class lessons, and managing disengagement can be both stressful and challenging, especially since each student is unique. Methods and techniques utilised are specific to teachers\u2019 own experience level, subject knowledge, and teaching styles. We report on the techniques and methods teachers utilise to identify, mitigate, and measure student disengagement during class lessons; the paper presents the results of a mixed-methods, multisession study design comprising gathered qualitative and quantitative data to enable a greater understanding. Eight educators who were full-time educators with varying years of experience from three different schools, who taught or had taught English, maths, and science subjects at the primary school level, participated in this study. The study also observed that teachers used three AR applications and collected valuable feedback on their perspectives by using analytics generated by AR applications to help manage student disengagement. A postsession survey tool was used to gather the perceived importance and ranking of the techniques and methods discussed by the teachers during the previous sessions. The results showed that the majority of teachers deemed spending \u201cTime on Tasks\u201d and giving \u201cFeedback\/Reflections\u201d most suited for measuring disengagement, and encouraging \u201cMovement\u201d and use of \u201cTechnology\u201d emerged as the most favoured for mitigating disengagement. For utilising AR enhanced analytics in mitigating and measuring student disengagement, the data suggested a difference in perspectives based on teachers\u2019 teaching levels, especially concerning conversations and the use of technology devices. The study did not find conclusive evidence of differences based on teachers\u2019 teaching subjects and there was a notable distinction in building positive relationships among English teachers. This leads to the suggestion that subject-specific pedagogy might influence the perceived effectiveness of using AR-generated analytics in mitigating and measuring student disengagement.<\/jats:p>","DOI":"10.3390\/mti7120116","type":"journal-article","created":{"date-parts":[[2023,12,13]],"date-time":"2023-12-13T08:55:16Z","timestamp":1702457716000},"page":"116","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Teachers\u2019 Perspectives on Using Augmented-Reality-Enhanced Analytics as a Measure of Student Disengagement"],"prefix":"10.3390","volume":"7","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7771-9361","authenticated-orcid":false,"given":"Manjeet","family":"Singh","sequence":"first","affiliation":[{"name":"School of Information Technology, Deakin University, Geelong, VIC 3220, Australia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Shaun","family":"Bangay","sequence":"additional","affiliation":[{"name":"School of Information Technology, Deakin University, Geelong, VIC 3220, Australia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0445-0573","authenticated-orcid":false,"given":"Atul","family":"Sajjanhar","sequence":"additional","affiliation":[{"name":"School of Information Technology, Deakin University, Geelong, VIC 3220, Australia"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2023,12,13]]},"reference":[{"key":"ref_1","unstructured":"Finn, J.D., and Zimmer, K.S. (2012). Handbook of Research on Student Engagement, Springer."},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"59","DOI":"10.3102\/00346543074001059","article-title":"School engagement: Potential of the concept, state of the evidence","volume":"74","author":"Fredricks","year":"2004","journal-title":"Rev. Educ. Res."},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"579","DOI":"10.1037\/a0032690","article-title":"How students create motivationally supportive learning environments for themselves: The concept of agentic engagement","volume":"105","author":"Reeve","year":"2013","journal-title":"J. Educ. 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