Abstract—The maritime industry in the Philippines had several deficiencies that must be addressed seriously in order to maintain strong reputation in producing competitive seafarers worldwide. This affects student’s educational skills and knowledge before finishing their education and training. This research led in identifying several factors affecting learning experiences to be addressed by incorporating advance technologies to further enhance student’s learning experiences. The learning strategies used in this study are focused on using presentation, multimedia, simulator and hands-on. But these are not enough to satisfy students craving to learn due to some constraints during learning. In this study most of the factors identified are from literatures, monitoring reports, previous surveys and studies conducted in one of the maritime institution north of the Philippines. A descriptive research method was applied with the 32 marine engineering third year students as the respondents. Results extracted from questionnaires revealed important points that must be considered on the different learning strategies. The learning experiences of students on the different learning strategy used in the learning process exposed several learning factors to be regulated. The findings suggest that there is still an opportunity of improvement on student’s learning experiences by introduction emerging advance technology by developing an augmented reality model framework to enhance learning experiences. Index Terms—Augmented reality, education, learning, visual technology. I. INTRODUCTION Seafaring is one of the most popular and lucrative job and career which entices students for a better and brighter future [1]. It is crucial that every student must be diligent enough to become a successful seafarer by as much as possible skilled and motivated in every course in the program [2]. Philippines ranks high in producing seafarers working on international merchant ships [3]. But EMSA has conducted monitoring in the maritime industry and the International Maritime Organization (IMO) commits governments to comply with provisions and ensure that the Standards of Training, Certification and Watchkeeping (STCW) was really implemented [4]. This gives tension on the strict monitoring of maritime industry in Asia. Manuscript received December 24, 2019; revised March 11, 2020. R. E. Balcita is with the Northern Philippines College for Maritime, Science and Technology, Brgy. Lingsat, San Fernando City, La Union, Philippines 2500 (e-mail: romnelle@gmail.com). T. D. Palaoag is with the University of the Cordilleras, College of Information Technology, Baguio City, Philippines 2600 (e-mail: tpalaoag@gmail.com). A research conducted by the International Maritime Organization (IMO) in Hong Kong showed that the maritime education had not reached their pre-established goal. One of the aspects in maritime education development process aims to prepare ship officers and other specialists’ is the thorough selection of the learning content according to real life necessities. Therefore, structuring the learning content of the subjects, both significant to profession and conforming to the requirements set by professional bodies, is one of the key issues addressed by curriculum developers [5]. In the Philippines, it has ratified 21 of the 59 different international conventions affecting the welfare of seamen and the shipping industry as a whole. The country was criticized from international bodies like the European Union, on the Philippines’ systems and procedures in training and deploying seamen had expressed doubts on the country’s ability to abide by the rules laid out in the international conventions that govern the maritime industry all over the world [6]. The education industry could hardly cope up in the new technology because of implemented high cost for using these applications and followed by the lack of knowledge of educators [7]. Educators tend to stick on what is already there, but because of new curriculums being implemented needed to establish new or innovative ways in educating students through adoption and utilization of new and advance technologies [8]. Learning strategies like presentation, multimedia, simulators and hands-on are still common tools used in institutions [9]. These are also mentioned and proven strategies used for teaching and learning strategies [10]. Many under the educational sector make use of visual aids in the form of text, image-based or multimedia representation of images in their lessons and textbooks [11]. The use of technology is not utilized in the education sector [10]. Many advanced technologies can now be used to enhance the learning experience in education. Under visual technology, simulations and multimedia had become more common and there are many others under this field like digital media [12]. Simulator requires separate room to allow limited number of students per session, purchase of tools or equipment for educational purpose is expensive and bulky [13]. This limits learning experience of a learner, the level of experience of a learner varies on the number of exposures incurred. To some students learning becomes less priority as long as they have class attendance, this leads to poor education. Some students volunteer to do activities as representative of their members becomes highly skilled and knowledgeable [14]. There are alternative means of making activities in a one-on-one basis Augmented Reality Model Framework for Maritime Education to Alleviate the Factors Affecting Learning Experience Rommel E. Balcita and Thelma D. Palaoag International Journal of Information and Education Technology, Vol. 10, No. 8, August 2020 603 doi: 10.18178/ijiet.2020.10.8.1431