AR Implementation in Schools 

February marked an exciting step forward for the CARS Project EU as AR storytelling was officially introduced into classrooms. After months of preparation, training, and content development, students and teachers began working with Augmented Reality to bring stories to life.

At St. Catherine’s School in Pembroke, students actively engaged in the creative process of transforming Maltese stories into immersive experiences. This involved moving from traditional text-based storytelling to visual representations, storyboarding, and finally adapting their narratives into AR. The implementation phase concluded with key observations conducted by the University of Malta research team, who closely analyzed how AR impacted student learning.

Observations on AR Storytelling in the Classroom

By Dr. Jacqueline Żammit

The team at the University of Malta, composed of Dr. Jacqueline Żammit, Dr. Ing. Lawrence Farrugia Caruana, Prof. Leonard Busuttil, and Ms. Heather McNamara, has been actively conducting research at St. Catherine’s School, Pembroke, to explore how Maltese stories are transformed into visual representations. Through observation and direct interaction with students and educators, the team examined the transition from textual storytelling to storyboarding—where students depicted scenes, characters, and key narrative elements—before these were eventually adapted into Augmented Reality. Their research highlighted that students were highly engaged and motivated throughout the process, particularly in illustrating the stories and shaping their creative interpretations.

Some students even sought guidance on Maltese spelling, demonstrating their enthusiasm for accuracy in storytelling. While the team provided feedback on certain mistakes, they emphasized that, at this stage, creativity and expression were the primary focus rather than strict grammatical correctness. An educator captured a remarkable moment when a student enthusiastically shared that he was enjoying the Maltese lesson so much that he hadn’t realized the double lesson had already ended.

Teachers were equally pleased with the students' level of engagement and motivation. They observed that the storytelling and visual representation activities fostered creativity, critical thinking, and a deeper connection to the Maltese language. Many expressed their enthusiasm for incorporating similar approaches in future lessons, recognizing how these activities made learning more dynamic and enjoyable for students.