‘Disrupting’ Legal Education and Producing ‘Bizarre’ Lawyers? Intensifying Law Students’ Motivation and Learning Concentration via Gamified Augmented Reality Experience

Despite the rapid evolution of technology that is dramatically changing higher learning education, many law instructors still seem hesitant to incorporate them into their pedagogical approaches. Perhaps the reason lies behind the fear of losing all the traditional benefits of conventional physical interactions in class. But what if students’ motivation and learning concentration can be enhanced using this technology? What if gamifying the class, and using augmented reality technology can stimulate motivation, concentration and collaboration in learning? This paper aims to explore the effects of using a gamified augmented reality experience in intensifying law students’ motivation to learn, and their comprehension of the law. The paper discusses the issue in four aspects, namely, the origin and background of gamification and augmented reality in higher learning education, the usage of gamification and augmented reality in law schools worldwide, the implementation of the same by the author in his own civil procedure class in UKM, and his observations of students’ motivation and concentration based on the approach taken. Using both quantitative and qualitative approach, the paper showcases and shares the author’s experience in implementing the method in his class, and investigates the benefits and drawbacks of adopting the approach