Augmented Reality (AR) for Biology Learning: A Quasi-Experiment Study with High School Students

Abstract

AbstractIn recent years, Augmented Reality (AR) has been adopted at both formal and informal learning settings. It has been found useful in training learners’ core competencies, such as spatial ability, practical skills, and conceptual understanding. Various studies have highlighted its positive impact on enhancing learning outcomes (e.g., learning engagement and performance). Its impact on learners’ academic emotion, however, is yet to be comprehensively investigated. The aim of this study is to explore high school students’ perception of AR in biology learning, measure the impact of AR on their learning performance, and systematically examine the extent to which AR affects their academic emotion. A quasi-experiment was conducted among 103 students from a high school in mainland China. An AR learning material was developed for participants in the experiment group, while the control group used traditional learning approaches solely. Questionnaire surveys and focus-group interviews were conducted to understand participating students’ perception towards AR and/or the subject of biology as well as their academic emotion during the quasi-experiment. Their learning performance before and after the intervention was also measured and compared. The findings indicate a general willingness to use AR applications in learning among the participating students. The capacity of AR was confirmed in terms of facilitating acquisition of conceptual knowledge in biology and in stimulating positive academic emotions towards the subject. These findings suggested that AR can serve as an effective means in science education to sustain students’ positive learning emotion and engagement in both formal and informal learning environments.KeywordsAugmented realityAcademic emotionBiology learningHigh school students