In higher education, a research gap regarding the optimum integration of technologies in the learning environment still prevails. Concerns related to in depth student learning experiences, especially enhanced student collaboration with the use of current technologies, still remains central to discussions among the educationists. COVID-19 pandemic further highlighted these issues, raising the need for inclusive learning environments that can be adapted in any mode of study, be it face to face, online or hybrid. Keeping this in perspective, there is a growing recommendation to devise strong guidelines that can incorporate interactive, immersive, and other contemporary technologies into classrooms to sustain learner involvement, maintain uninterrupted flow of quality knowledge transfer and prepare students for similar learning methodologies in future unforeseen circumstances.

Studies reveal that although digital and web technologies are commonly employed for particular project tasks and content delivery, immersive technologies such as Augmented Reality (AR) have been mostly employed in gaming and to offer additional information for a more profound comprehension. There aren't many instances of AR being used in educational settings to provide contextually rich learning opportunities, such as enhanced collaborations, thus supporting knowledge retention and lifetime learning. Therefore, the purpose of this study was to use Kolb's Experiential Learning Model (ELM) as the pedagogical framework in order to integrate AR technology into an experiential learning environment. Researchers have long embraced ELM as a means of addressing a wide range of educational requirements as it effectively transfers and retains knowledge while preserving a dynamic, constructivist learning environment.

In this study, 49 undergraduate students of an advertising design course at a prominent Malaysian university were introduced to a technology-supported learning environment based on Kolb’s four principles of Experiential Learning Model (ELM): Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Over a 14-week trimester, a mixed-methods approach was used to assess the students' experiences and perceptions. Various data collection tools, including surveys, interviews, and open-ended questions, were utilized to gather their responses. The data analysis and results revealed significant positive feedback, indicating enhanced collaborations and learner interest among the students, based on which a learning framework illustrating a desirable integration of technologies in the learning environment, has been suggested.

Keywords: Augmented Reality, Experiential Learning, Immersive Learning, Digital Technologies, Student Collaboration.