Audiovisual and Cinematic Practices Enhanced by Augmented Reality: Multimodal Mediation, Educational Uses, and Identity Construction

Abstract

The rapid integration of augmented reality (AR) into audiovisual and cinematic environments is transforming contemporary educational practices and redefining the ways learners engage with media texts. This study explores how audiovisual and cinematic practices enhanced by augmented reality function as spaces of multimodal mediation, fostering innovative educational uses and contributing to processes of identity construction. Drawing on a multimodal theoretical framework, the research examines the interplay between visual, auditory, narrative, and interactive dimensions enabled by AR technologies in educational contexts. The study adopts a qualitative and interpretive approach, combining media analysis and learner experience to understand how augmented audiovisual environments support meaning-making, reflexivity, and self-representation. Findings suggest that AR-enriched cinematic and audiovisual practices facilitate deeper learner engagement by promoting active participation, embodied interaction, and critical interpretation of media content. Moreover, these environments encourage learners to negotiate personal and social identities through immersive and dialogical learning experiences. The study highlights the pedagogical potential of augmented audiovisual media as tools for multimodal mediation, emphasizing their role in bridging formal education, cultural expression, and digital literacy. By articulating the relationship between augmented reality, educational practices, and identity construction, this research contributes to ongoing debates on the educational value of emerging media technologies and offers insights for educators, curriculum designers, and media practitioners seeking to integrate AR into audiovisual and cinematic learning contexts.