INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Needs Analysis for the Design and Development of an Arabic Poetry  
Learning Module Using Augmented Reality Technology  
Shamsul Aiman Mua’mar Shamsul Bahrin., Mohd Fauzi Abdul Hamid*., Mohammad Azizie Aziz.,  
Isyaku Hassan  
Faculty of Languages and Communication, Universiti Sultan Zainal Abidin, Malaysia  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000829  
Received: 07 November 2025; Accepted: 14 November 2025; Published: 25 November 2025  
ABSTRACT  
Arabic poetry constitutes a vital domain for appreciating the linguistic elegance and cultural legacy of the Arab  
world, particularly within the framework of contemporary education. To cultivate profound appreciation and  
understanding, teaching and learning (T&L) methods must be interactive, engaging, and responsive to current  
technological advancements. This study seeks to analyze the needs pertaining to the design and development of  
an Arabic poetry learning module based on augmented reality (AR) technology. The research adopts a Design  
and Development Research (DDR) methodology, employing the McKinsey 7S Model as the theoretical  
framework. Data were collected through a structured questionnaire designed to explore several dimensions: the  
use of learning materials in Arabic poetry courses, challenges in existing pedagogical approaches, students’  
predisposition towards the adoption of innovation in learning, the perceived necessity for AR technology,  
proficiency in Arabic poetry, and students' insights through open-ended responses. The study involved 177  
undergraduate students of Arabic Language Studies who were either currently enrolled in or had completed the  
Jahili and Islamic Arabic poetry courses. Data analysis was conducted using the Statistical Package for the Social  
Sciences (SPSS), focusing on descriptive statistics such as mean scores and standard deviations. The findings  
indicate that the integration of AR technology into Arabic poetry instruction holds significant potential to  
enhance student engagement and facilitate a deeper, more effective understanding of poetic content.  
Keywords: Arabic poetry; Design and Development Research (DDR); learning module; technology; augmented  
reality  
INTRODUCTION  
Arabic poetry underwent massive phase of development since the Jahiliyah period to the modern era, playing an  
important role not only in the Arabic society, but also globally. The development of Arabic poetry began from  
the Jahiliyah period to the contemporary era. In the Jahiliyah period, poetry functioned as a medium to convey  
certain purposes such as recording tribal history, glorifying the valour of heroes and inheriting the identity of the  
Arab tribe (Widayanti, 2020). Poetry saw significant changes following the arrival of Islam since it was centered  
on topics that promoted Sufism, Islam, and the Prophet Muhammad S.AW. Poetry evolved with increasingly  
intricate themes like philosophy, science, and governance throughout the Abbasid (Abbasiyah) era (after the  
Umayyah era) (Latifa & Tasnimah, 2023). Later, poets like Mahmoud Darwish and Adonis pioneered the use of  
poetry in the modern era to fight for social causes, independence, and national identity (Albantani, 2018).  
Numerous Arabic poetry pieces have been referenced and utilised up to this point as a guide for authors writing  
about Arab history and culture as well as for other academics studying education in general.  
Arabic poetry has developed into a discipline that can be studied, especially among non-native Arabic speakers  
around the world. For non-native speakers such as Malay students, Arabic poetry plays a significant role in  
understanding the Arabic language and culture in more depth. In Malaysia, the study of Arabic poetry is typically  
associated with Islamic religious studies, as many classical works have moral and religious components that can  
be used in everyday life. According to studies, teaching and learning Arabic poetry improves students'  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
vocabulary, reading skills, and critical thinking (Dyah, 2020). To understand the culture in Arabic poetry,  
effective and particular learning methods must be used to convey the cultural context of the time the poem was  
written. This strategy is critical to ensuring that readers understand the poem's content accurately and in  
accordance with the poet's intentions. However, learners who are interested in Arabic poetry often face  
difficulties in understanding the Arabic language, especially in the context of poetry both in depth and  
comprehensively. Conventional poetry learning is often teacher-centered and does not meet the needs of students  
in the digital era (Syahid & Alanshor, 2023). In addition, teaching Arabic poetry often faces challenges in  
engaging students, especially among the younger generation who are more accustomed to digital media and  
multimedia interactions. A study by Albantani (2018) found that non-native Arabic speakers face difficulties in  
understanding Arabic literary texts due to the traditional and less interactive teaching approach.  
Although technology-enhanced learning has grown rapidly within language education, immersive technologies  
such as augmented reality (AR) remain significantly underutilised in the teaching of Arabic poetry. Recent  
systematic reviews reveal that AR research is heavily concentrated in STEM subjects and early literacy, while  
its application in literary interpretation, particularly in understanding figurative language, imagery and cultural  
symbolism remains scarce (Al-Ansi, 2023). The absence of AR interventions within Arabic poetry classrooms  
highlights a substantive research gap that warrants empirical attention.  
Recent studies have shown that traditional, text-dominant methods of teaching Arabic literature are increasingly  
misaligned with the learning preferences of today’s digital-native students. Research indicates that non-native  
learners benefit significantly more from multimodal and interactive approaches compared to conventional  
lecture-based explanations, especially when dealing with literary content that is metaphorical and abstract in  
nature (Ibrahim, 2024). This reinforces the need to re-evaluate existing pedagogical practices for Arabic poetry  
and to introduce learning tools that respond to contemporary cognitive and technological learning habits among  
undergraduates.  
To put in perspective with regards to the context of Arabic poetry teaching, it requires an innovative teaching  
method and teaching materials in line with current trends. The development of a structured and contextual Arabic  
poetry learning module is vital to increase pedagogical effectiveness. According to Al-Rajab et al. (2023),  
teaching materials design is based on interactive technology which provides students with the opportunity to  
learn more meaningfully and independently. Nur and Hamzah (2025) stated in their study that the design of  
teaching materials needs to be flexible, collaborative, and support various learning styles. Students now tend  
towards learning methods or materials that use visual, audio and kinesthetic aspects. To add on to this, the  
integration of technology in learning modules can increase students' motivation and attention to the content being  
taught. So, a resolution emerged to find the need for the design and development of Arabic poetry learning  
modules using augmented reality (AR) technology which is the main focus of this study.  
Augmented Reality (AR) is a promising technology in the field of education due to its capacity to blend virtual  
aspects with the actual world, resulting in a more engaging learning environment. AR can be employed in a  
variety of ways for teaching Arabic, including marker-based AR, markerless AR, projection-based AR, and  
superimposition-based AR. Marker-based AR allows students to scan certain photos to acquire additional  
information in the form of audio, text, or animation, whereas markerless AR displays AR material using location  
sensors instead of marker objects. Meanwhile, projection-based AR allows interactive displays to be projected  
onto real surfaces, and superimposition-based AR replaces part or all of the real-world display with virtual  
objects, making it seem as if they physically exist.  
The use of augmented reality technology in Arabic poetry education provides an alternate technique that might  
pique student attention and aid comprehension of the poetry's contents. Although this technology is not advent  
nor emergent, its use in contemporary education is continuously expanding (Bicen & Demir, 2020). The  
presentation of information through interactive graphics, visual data, and infographics plays an important role  
as a teaching aid, empowering students to access, manipulate, and understand complex statistical information  
(Bhat & Alyahya, 2023). Augmented reality also enables the presentation of information holistically through  
large-scale visualisation, thus allowing course designers to present knowledge more creatively and effectively  
(Dehghani & Mohammad Hasani, 2023). This technology has the potential to improve learning achievement,  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
especially through the use of augmented reality-based infographics which have been proven to strengthen the  
process of understanding difficult concepts in the field of education (Mahmoudi & Mojtahedi, 2017).  
One of the critical challenges reported by undergraduate learners is the difficulty of interpreting metaphorical  
expressions, rhetorical devices and cultural references embedded within Arabic poetry. Without meaningful  
visualisation or interactive scaffolding, students tend to rely on literal translation, which diminishes their ability  
to grasp the aesthetic and symbolic dimensions of the text (Ibrahim, 2024). This gap in interpretive ability  
suggests that conventional pedagogy may not adequately support deep literary engagement, particularly among  
non-native speakers who lack intuitive cultural grounding. This issue resonates with broader conversations  
within contemporary educational and social science research, which emphasise the urgent need to modernise  
humanities education to remain relevant in a post-digital world. Recent debates highlight that literary studies  
must adopt multimodal, participatory and technologically enriched approaches to sustain student engagement  
and preserve cultural literacy in an era shaped by digital immersion (Kibat, 2024). Within this broader shift,  
innovating the teaching of Arabic poetry becomes not only desirable but pedagogically necessary.  
Empirical evidence further demonstrates the potential of AR to enhance learning by transforming abstract  
concepts into interactive visual representations that strengthen comprehension and memory retention. Findings  
from recent AR-based studies show significant improvements in learner engagement and interpretive  
understanding when visual and multimodal supports are integrated into literary and language tasks (Nugraha et  
al., 2025; Al-Ansi, 2023). Despite this growing evidence, AR has yet to be systematically applied to Arabic  
poetry education, presenting a clear opportunity for innovation.  
METHODOLOGY  
This study employs the Design and Development (DDR) strategy, which attempts to expand researchers'  
knowledge of the effectiveness of a product, model, or module, particularly in the educational environment  
(Beram et al., 2020). This approach consists of three primary phases: Needs Analysis, Design and Development,  
and Evaluation, with researchers directly involved in each stage of development. One of the most significant  
aspects in this technique is Needs Analysis, which serves as the foundation for designing a module or model that  
is relevant and true to the demands of the target audience (Mohamed & Che Rus, 2021). Needs Analysis aims to  
identify knowledge gaps, teaching and learning problems, and the requirements of users who will be involved  
in an educational system. The information obtained in this phase forms the basis for compiling design objectives,  
selecting teaching strategies, and determining the learning outcomes to be achieved (Ramly et al., 2024).  
According to the DDR approach, the Needs Analysis phase not only looks at current challenges but also identifies  
resources and opportunities that can be utilised in the educational product development process (Beram et al.,  
2020). Furthermore, this analysis enables researchers to find the best approach or method to fix the problems  
encountered by the study participants (Masri & Adnan, 2021). As a result, implementing a comprehensive and  
systematic Needs Analysis phase is a critical prerequisite for ensuring the design's efficacy and the applicability  
of the modules being produced.  
In order to determine the needs in the design and development of an augmented reality Arabic poetry learning  
module based on students' perspectives utilising the Design and Development (DDR) approach, this study  
employs a questionnaire instrument for the Needs Analysis phase (Richey & Klein, 2007). According to this  
method, the Needs Analysis phase comes before the module design and development stage is deployed. 177  
students participated in this survey as respondents. They consist of students who are currently and have been  
taking the mandatory course for the Bachelor’s Degree in Arabic Language Studies at UniSZA, namely Islamic  
and Jahili Arabic Poetry. This course is offered in the fourth semester of the study programme. This sampling  
method is intended to be used to select the study sample. This approach is considered appropriate in the context  
of a study that requires the willingness and active involvement of participants to obtain relevant input and reflect  
the real needs of the study population.  
The instrument used in the first phase of this study was through a questionnaire. A set of Needs Analysis  
questionnaires were distributed online to identify students’ feedback and views on the extent of the need for the  
design and development of an Arabic poetry learning module using augmented reality technology. The  
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questionnaire used was a structured questionnaire modified based on the design and technology research  
questionnaire instrument. This questionnaire contains seven (7) sections, namely section A related to  
demographic information, while sections B, C, D, E, F and G contained five-point Likert scale questions namely  
(1) Strongly Disagree (2) Disagree (3) Unsure (4) Agree (5) Strongly Agree. This section explores the aspects  
of the use of learning materials for Arabic poetry courses, issues on approaches to learning Arabic poetry, the  
tendency to use innovation in learning Arabic poetry courses, the need for the use of AR technology, and mastery  
of Arabic poetry.  
Data from an online questionnaire which was administered to 177 students from the Bachelor’s Degree in Arabic  
Language Studies, UniSZA were analysed as part of the Needs Analysis phase. Statistical Package for Social  
Science (SPSS) version 26 software was used for data analysis. The mean and standard deviation were used in  
the descriptive analysis. Based on the students' feedback, the descriptive analysis results have been applied to  
assess the needs of the Arabic poetry learning module employing augmented reality technology. The mean score  
and standard deviation were evaluated to determine the level of student agreement. The mean score table is from  
Nunnally and Bernstein (1994), as indicated in Table 1.  
Table 1. Mean Interpretation Value  
Mean Score  
1.00 – 2.00  
2.01 – 3.00  
3.01 – 4.00  
4.01 – 5.00  
Interpretation  
Low  
Moderate  
Moderately High  
High  
Source: Nunnally and Bernstein (1994)  
FINDINGS  
Use of Learning Materials for Arabic Poetry Courses  
The findings in Table 2 show the mean score and standard deviation for the respondents' feedback on the use of  
learning materials.  
Table 2. Use of Learning Materials for Arabic Poetry Courses  
B: Use of Learning Materials for Arabic Poetry Courses  
I use materials from social media for learning Arabic poetry.  
I use specific learning applications for learning Arabic poetry.  
I use the main reference book for this course.  
Mean  
SD  
Interpretation  
B1  
B2  
B3  
B4  
B5  
B6  
B7  
B8  
B9  
3.80 1.068 Moderately High  
3.75 1.025  
High  
High  
High  
High  
High  
High  
High  
4.21  
.671  
.845  
.661  
.772  
.840  
.795  
I use additional reference books to understand this course.  
I use printed materials for this course.  
4.05  
4.23  
I use mobile devices for learning Arabic poetry.  
I use digital modules in learning Arabic poetry.  
I use visual materials in learning Arabic poetry.  
I use audio materials in learning Arabic poetry.  
4.27  
4.16  
4.12  
3.99  
3.71  
.843 Moderately High  
.979 Moderately High  
B10 I use AR technology in learning Arabic poetry.  
High  
Average 4.029 .850  
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Table 2 shows the findings related to the use of various materials and technologies in learning Arabic poetry  
among the respondents. All items showed high mean scores, which were in the Moderately High and High  
categories based on the interpretation of mean scores by Nunnally and Bernstein (1994). Overall, the average  
mean value was 4.029 and the standard deviation was 0.85. Among the items that recorded the highest mean  
was the use of mobile devices for learning Arabic poetry recorded (Mean = 4.27, SD = 0.772), followed using  
printed materials (Mean = 4.23, SD = 0.661) and primary reference books (Mean = 4.21, SD = 0.671). For the  
use of digital modules (Mean = 4.16, SD = 0.840) and visual materials (Mean = 4.12, SP = 0.795) also showed  
a High level. Besides that, in the Moderately High category, among the items that recorded scores were the use  
of social media materials recorded (Mean = 3.80, SD = 1.068), specific learning applications (Mean = 3.75, SD  
= 1.025), the use of audio materials (Mean = 3.99, SD = 0.843), and the use of augmented reality (AR) technology  
(Mean = 3.71, SD = 0.979).  
Issues of Arabic Poetry Learning Approaches  
The findings in Table 3 show the mean score and standard deviation of the results from the feedback given by  
respondents pertaining the issue of approaches towards learning Arabic poetry.  
Table 3. Issues in Approaches to Learning Arabic Poetry  
C: Issues in Approaches to Learning Arabic Poetry  
Mean SD  
Interpretation  
C1 I find that conventional teaching is not enough to understand the 3.96  
content of the Arabic poetry course.  
.842  
.947  
.822  
Moderately High  
C2 I find the lack of visual interaction makes learning Arabic poetry 3.98  
less interesting.  
Moderately High  
Moderately High  
C3 I think the limited time to delve into the topic of Arabic poetry 3.98  
during lectures.  
C4 I feel that the course topic syllabus is too condensed.  
3.56 1.027  
.976  
Moderately High  
Moderately High  
C5 I find the limitations of technology in traditional classes make 3.84  
innovative learning difficult.  
C6 I find the lack of suitable digital resources for teaching Arabic 3.82 1.004  
poetry.  
Moderately High  
Moderately High  
Moderately High  
Moderately High  
Moderately High  
C7 I agree that the cost of technological equipment such as AR devices 3.85 1.006  
is too high for most students.  
C8 I find it difficult to understand the understanding of Arabic poetry 3.88  
without visual aids.  
.945  
C9 I find that there are no AR interactive module learning materials in 3.63 1.037  
learning Arabic poetry.  
Average 3.83  
.960  
Table 3 explains the findings related to issues in the approach to learning Arabic poetry among respondents.  
Overall, all items recorded mean scores in the Moderately High category with an overall mean of 3.83 and a  
standard deviation of 0.960 based on interpretations based on the Nunnally and Bernstein (1994) mean score  
table. Among the issues that recorded the highest mean were the lack of visual interaction in learning Arabic  
poetry which recorded (Mean = 3.98, SD = 0.947) and the limited time to delve into the topic of Arabic poetry  
in lectures (Mean = 3.98, SD = 0.822), followed by the usage of conventional teaching methods that are  
insufficient to understand the course content -- which also received quite the similar score (Mean = 3.96, SD =  
0.842). In addition, constraints related to technology limitations in traditional classes (Mean = 3.84, SD = 0.976),  
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lack of suitable digital resources for learning Arabic poetry (Mean = 3.82, SD = 1.004) and the high cost of  
technological equipment of AR devices (Mean = 3.85, SD = 1.006) were also stated by respondents as prevalent  
issues. In terms of the use of teaching aids, the absence of learning materials based on interactive AR modules  
recorded (Mean = 3.63, SD = 1.037) and the need for visual aids in learning Arabic poetry (Mean = 3.88, SD =  
0.945) were also recorded. Meanwhile, the course syllabus, which was considered too dense, recorded a slightly  
lower mean compared to other items (Mean = 3.56, SD = 1.027), but remained in the Moderately High category.  
Tendency to Use Innovation in Arabic Poetry Course Learning  
The findings in Table 4 show the mean score and standard deviation of the results from the feedback given by  
respondents pertaining to innovation in Arabic poetry course learning.  
Table 4. Tendency to Use Innovation in Learning Arabic Poetry Courses  
Table 4. Tendency to Use Innovation in Learning Arabic Poetry  
Courses  
Mean SD Interpretation  
D1 I like learning using new innovative methods.  
D2 I like using mobile devices in the learning process.  
D3 I like using technology in the learning process.  
D4 I like the integration of audio in the course materials.  
4.41  
4.46  
4.47  
4.35  
.634  
.622  
.649  
.641  
.702  
High  
High  
High  
High  
High  
D5 I like accessing digital learning materials compared to traditional 4.32  
methods.  
D6 I like interactive activities to understand Arabic poetry.  
D7 I like learning that involves AR technology.  
4.41  
4.34  
.588  
.682  
.562  
.610  
.630  
High  
High  
High  
High  
High  
D8 I feel innovation is important in learning Arabic poetry.  
D9 I am willing to try new technologies in learning Arabic poetry.  
4.44  
4.44  
Average 4.40  
Table 4 shows the findings regarding students' tendency to use innovation for learning Arabic poetry. All items  
recorded mean scores in the High category, with an overall mean score of 4.40 and a standard deviation of 0.630.  
The items that recorded the highest mean scores were the use of technology in the learning process (Mean =  
4.47, SD = 0.649), followed by the use of mobile devices (Mean = 4.46, SD = 0.622), as well as the willingness  
to try new technology (Mean = 4.44, SD = 0.610) and the belief that innovation is important in learning (Mean  
= 4.44, SD = 0.562). In addition, learning using innovative new methods (Mean = 4.41, SD = 0.634), interactive  
activities in understanding Arabic poetry (Mean = 4.41, SD = 0.588), and the use of AR technology (Mean =  
4.34, SD = 0.682) also scored high. Respondents also showed interest in incorporating audio in course materials  
(Mean = 4.35, SD = 0.641) and accessing digital learning materials over traditional methods (Mean = 4.32, SD  
= 0.702)  
Requirements for the Use of AR Technology  
The findings in table 5 show the mean score and standard deviation of the results from the feedback given by  
respondents about the need to use augmented reality technology.  
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Table 5. Requirements for the Use of AR Technology  
E: Requirements for the Use of AR Technology  
Mean  
SD  
Interpretation  
I believe that augmented reality (AR) technology helps to improve  
understanding of Arabic poetry.  
E1  
E2  
E3  
E4  
E5  
E6  
4.36  
.607  
High  
I believe that AR technology makes information in learning Arabic  
poetry more interesting and interactive.  
4.40  
4.42  
4.37  
4.42  
4.37  
.596  
.599  
.628  
.608  
.645  
High  
High  
High  
High  
High  
I believe that AR technology can improve creative thinking in  
Arabic poetry.  
I believe that AR technology strengthens understanding in learning  
Arabic poetry.  
I believe that AR technology helps students understand Arabic  
poetry easily.  
I believe that AR technology increases focus in learning Arabic  
poetry.  
E7 I believe that AR technology makes learning Arabic poetry faster.  
4.43  
4.40  
.600  
.567  
High  
High  
I believe that AR technology motivates students to study harder in  
learning Arabic poetry.  
E8  
I believe that AR technology makes learning Arabic poetry more  
enjoyable.  
E9  
4.44  
4.41  
4.40  
.575  
.652  
.607  
High  
High  
High  
I believe that learning Arabic poetry through AR technology is  
more effective.  
E10  
Average  
Table 5 shows the interpretation of data regarding the need to use augmented reality (AR) technology in learning  
Arabic poetry. All items showed mean scores in the High category with an overall mean score of 4.40 and a  
standard deviation of 0.607. The item that recorded the highest mean score was the belief that the use of AR  
technology can make learning Arabic poetry more enjoyable (Mean = 4.44, SD = 0.575) and accelerate the  
learning process (Mean = 4.43, SD = 0.600). The belief that AR technology can increase creative thinking (Mean  
= 4.42, SD = 0.599) and facilitate understanding of Arabic poetry (Mean = 4.42, SD = 0.608) also recorded high  
mean scores. In addition, the belief that AR can make information more interesting and interactive (Mean = 4.40,  
SD = 0.596) and motivate students to study more diligently (Mean = 4.40, SD = 0.567) was also recorded.  
Respondents also believed that AR helps to improve understanding of Arabic poetry (Mean = 4.36, SD = 0.607),  
strengthen comprehension (Mean = 4.37, SD = 0.628), and increase students' focus in learning Arabic poetry  
(Mean = 4.37, SD = 0.645). Finally, learning Arabic poetry through the use of AR technology is also considered  
more effective (Mean = 4.41, SD = 0.652).  
Mastery of Arabic Poetry  
The findings in Table 6 show the mean score and standard deviation of the results from the feedback given by  
respondents regarding their mastery of Arabic poetry.  
Table 6. Mastery of Arabic Poetry  
F: Mastery of Arabic Poetry  
Mean SD  
Interpretation  
F1  
I am able to identify the basic elements in poetry such as bahr, 3.98  
0.804 Moderately High  
qafiyah and bait.  
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F2  
I am able to analyse the use of majaz (figurative language) in 3.77  
0.908 Moderately High  
poetry.  
F3  
F4  
F5  
F6  
F7  
I am able to analyse the use of tasybih (simile) in poetry.  
I am able to analyse the use of jinās (paronomasia) in poetry.  
I am able to understand the themes in Arabic poetry.  
I am able to explain the main contents of Arabic poetry.  
3.76  
3.83  
3.77  
4.21  
0.846 Moderately High  
0.869 Moderately High  
0.815 Moderately High  
0.645 Moderately High  
0.943 Moderately High  
I am able to compare classical Arabic poetry with modern poetry 3.68  
in terms of stylistic differences.  
F8  
F9  
I am able to produce Arabic poetry in an appropriate style.  
3.68  
0.918 Moderately High  
0.929 Moderately High  
I am able to present the meaning of Arabic poetry with accurate 3.76  
interpretation.  
F10 I am able to understand Arabic poetry in a historical and cultural 3.56  
context.  
1.065 Moderately High  
Average 3.80  
0.874 Moderately High  
Table 6 shows the level of students' mastery in the aspect of Arabic poetry. Overall, most items were in the  
Moderately High category, with one item reaching the High category. The overall mean was 3.80 and the  
standard deviation was 0.874. The item that recorded the highest mean was the ability to explain the main  
contents of Arabic poetry (Mean = 4.21, SD = 0.645). Meanwhile, the ability to identify the basic elements of  
poetry such as bahr, qafiyah and bait also obtained a nearly high score (Mean = 3.98, SD = 0.804). The ability  
to analyse the use of jinās (paronomasia) (Mean = 3.83, SD = 0.869), understand the themes of Arabic poetry  
(Mean = 3.77, SD = 0.815), and analyze the use of majaz (figurative language) (Mean = 3.77, SD = 0.908)  
showed a mean score in the Moderately High category. Followed by the ability to analyse the use of tasybih  
(simile) (Mean = 3.76, SD = 0.846) and present the meaning of Arabic poetry with accurate interpretation (Mean  
= 3.76, SD = 0.929). In addition, the ability to produce Arabic poetry with an appropriate style (Mean = 3.68,  
SD = 0.918) and compare between classical and modern Arabic poetry from a stylistic perspective (Mean = 3.68,  
SD = 0.943) were also recorded. The item with the lowest mean score was the ability to understand Arabic poetry  
in a historical and cultural context (Mean = 3.56, SD = 1.065), but still in the Moderately High category.  
FINDINGS  
The findings of this descriptive analysis reveal that students' receptivity to more adaptable and technologically  
based methods increases when a variety of learning resources are used in Arabic poetry courses. To enhance  
their educational experiences, students use digital modules, mobile devices, and visual aids in addition to more  
conventional resources like textbooks (Seyıdov & Çitil, 2024). The learning strategy is still subject to a number  
of important limitations. Among the main issues are the limitations of conventional teaching that cannot meet  
the needs of in-depth learning, the lack of interactive visual materials that reduce attractiveness, and the  
challenges of using advanced technologies such as augmented reality due to the high cost of equipment and the  
lack of suitable digital modules (Dehghani et al., 2023). These elements have a direct impact on how well  
students learn and comprehend the concepts in Arabic poetry. Therefore, it is imperative that teaching methods  
be updated by implementing interactive learning resources, enhancing digital and visual components, and  
making sure that all students have easier and more affordable access to technology.  
Furthermore, the findings of the study show that students' inclination towards the use of innovation in learning  
Arabic poetry is at a high level. Students expressed clear agreement on the use of new methods, digital  
technology, mobile devices, and interactive materials in their learning process. This finding reinforces the view  
that today's students are more inclined towards flexible, modern, and technology-based learning approaches.  
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This openness coincides with the Technology Acceptance Model (TAM) which emphasises that perceptions of  
the effectiveness and ease of use of technology greatly influence users' acceptance of innovation (Davis, 1989).  
A strong desire for educational change is also reflected in students' openness to experimenting with new  
technologies, such as augmented reality (AR) technology. The demand for more creative and efficient teaching  
tools is directly supported by the strong interest that students exhibit in learning resources that incorporate audio,  
interactivity, and convenience of digital access. These demands can be satisfied in this situation by using AR  
technology, which offers a more engaging, fulfilling, and joyful educational experience (Cheng & Tsai, 2019).  
Furthermore, the need for the use of AR technology in learning Arabic poetry is also at a high level. Students  
believe that AR can improve comprehension, make information more interactive, and strengthen understanding  
of the content of the poetry. The potential of AR technology to enhance students' cognitive capacities is reflected  
in their confidence in its ability to encourage creativity and improve learning concentration. This result is  
consistent with a study by Ibáñez and Delgado-Kloos (2018) that showed using AR can improve learning  
efficiency and conceptual mastery across a range of subjects.  
The findings of the study on students' mastery of Arabic poetry showed that the level of mastery was in the  
moderately high category, with only a small proportion of items showing high interpretation. Students were  
generally seen to be able to identify basic elements in Arabic poetry such as bahr, qafiyah and bait, and were  
able to analyse rhetorical elements such as majaz, tasybih and jinās. Nonetheless, there is still room for  
advancement in the abilities to compose poetry, compare traditional and contemporary forms, and comprehend  
poetry within a historical and cultural framework. Students that received favourable evaluations for their ability  
to articulate the key ideas of Arabic poetry demonstrate a strong foundation in poetry comprehension. This is in  
line with the second language learning concept, which highlights that comprehension of the material serves as  
the basis for the development of more sophisticated abilities such work interpretation and production (Krashen,  
1982). Nonetheless, the general trend of students' proficiency suggests that in order to enhance a profound  
comprehension of Arabic poetry, a more organised and participatory teaching methodology is required.  
CONCLUSION  
Overall, the findings from the Needs Analysis from the students' perspective show that the design and  
development of an Arabic poetry learning module based on augmented reality technology is a much significant  
need. The planned module will integrate the main topics from the syllabus of the Islamic and Jahili Arabic Poetry  
course with the application of augmented reality (AR) elements to enhance understanding and appreciation of  
the content of the poem. Details on learning objectives, material organisation, 3D animation for information  
delivery, interactive learning exercises, and suitable evaluation methods will also be highlighted in the course.  
Through the use of augmented reality technology, this module will be delivered as a transition from the virtual  
to the real world, giving students a more flexible and efficient approach to access and engage with learning  
materials from any location.  
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