This research investigates the complex aspects of time restrictions that are linked to augmented reality (AR) within the educational domain, specifically emphasizing hybrid teaching approaches. Although the intricacies of hybrid pedagogies are widely recognized, there is still a lack of research on the precise effects of these approaches, specifically regarding time constraints. The primary objective of this study is to fill this void through a thorough investigation of the time-related obstacles that emerge during the incorporation of augmented reality into the educational setting. The study focuses on ninth-grade pupils and examines the subject of energy as it relates to the physics curriculum. The results provide a comprehensive analysis of the extent to which the use of augmented reality lengthens the learning process. It is worth mentioning that the results suggest that AR-based pedagogy requires a considerably longer time commitment in comparison to conventional learning approaches. Additionally, the study identifies a significant determinant that contributes to this discrepancy in time: the facilitators' failure to receive adequate training on how to utilize the augmented reality application effectively prior to the experimental phase. This abstract provides a concise summary of the research's significant discoveries and their implications, elucidating the complex interplay among augmented reality, temporal limitations, and the efficacy of hybrid pedagogies within the realm of education.

Index Terms-Augmented Reality, Hybrid Pedagogy, E-Learning, Gamification