This thesis presents research results on Augmented Reality (AR) from an educational engagement point of view, sharing findings on how AR can be deployed in history classrooms to potentially increase learner engagement. In modern historical educational practices, students are often only moderately engaged, and increasing engagement using AR remains largely unexplored. This study surveyed 19 history students in phase one, and 15 students in phase two with observations in both phases, fieldnotes, and interviews with four British Columbian university students. Overall data analysis suggested that AR did not increase student engagement under an already engaging history professor, although qualitative data suggested that students were engaged with AR and classmates in this study. Participant feedback identified that engagement could be increased through dramatic historical topics such as WW 1, using AR with elementary and high school students, AR tutorial sessions, defined timelines, and feedback on potential barriers in the classroom.
