Exploring the Impact of Augmented Reality on Student Engagement and Learning Outcomes in Science Education

Main Article Content

Tuajiumbuoa Booyoesen

Abstract

This study explores the transformative possibilities of augmented reality (AR) in the field of scientific education, within the context of a technologically sophisticated society. In this research, we examine the impact of augmented reality (AR) on student engagement and learning outcomes via the implementation of a quasi-experimental design including both control and experimental groups. The examination of pre-test and post-test data reveals a statistically significant enhancement in learning outcomes among participants in the experimental group, hence indicating the efficacy of augmented reality (AR) in enhancing students' understanding of scientific concepts. The examination of engagement behaviors via observation demonstrates the role of augmented reality (AR) in facilitating collaborative learning experiences and maintaining attention, hence leading to enhanced student engagement. The results of this study align with other research that emphasizes the capacity of augmented reality (AR) to provide interactive and captivating educational experiences while enhancing comprehension. This research emphasizes the potential impact of augmented reality (AR) on scientific education, as it offers dynamic and immersive learning environments that effectively engage students and facilitate meaningful learning outcomes. While limitations necessitate additional investigation, the results of this study highlight AR's ability to transform the educational environment and improve the quality of science instruction.

Article Details

How to Cite
Booyoesen, T. (2023). Exploring the Impact of Augmented Reality on Student Engagement and Learning Outcomes in Science Education. Journal Educational Verkenning, 4(4), 25-32. https://doi.org/10.48173/jev.v4i4.183
Section
Articles

References

Al-Dhaimesh, S. H., & Taib, N. (2023). A Review: Investigation of Augmented Reality–BIM Benefits in Design Process in Aec Industry. Informatica, 47(5).

Alenezi, M., Wardat, S., & Akour, M. (2023). The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities. Sustainability, 15(6), 4782.

Almusaed, A., Almssad, A., Yitmen, I., & Homod, R. Z. (2023). Enhancing Student Engagement: Harnessing “AIED”’s Power in Hybrid Education—A Review Analysis. Education Sciences, 13(7), 632.

Aqeel, M., Rehna, T., Shuja, K. H., & Abbas, J. (2022). Comparison of students' mental wellbeing, anxiety, depression, and quality of life during COVID-19's full and partial (smart) lockdowns: a follow-up study at a 5-month interval. Frontiers in Psychiatry, 13.

Arena, F., Collotta, M., Pau, G., & Termine, F. (2022). An overview of augmented reality. Computers, 11(2), 28.

Bakbergenov, A., & Genjebayeva, A. (2023). ENGLISH LANGUAGE AND LITERATURE IN EDUCATION: EMPOWERING MINDS AND CYLTIVATING CRITICAL THINKING. International Bulletin of Applied Science and Technology, 3(6), 1424-1426.

Blue, D. (2023). Advancing Education through Technology and Learning Innovations. International Multidisciplinary Journal of Science, Technology, and Business, 2(1), 19-22.

Carreon, A. C., & Smith, S. (2022). AR as a Digital Tool to Support All Learners in Inquiry-Based Lessons. Interdisciplinary Journal of Problem-based Learning, 16(1).

Chen, Z. (2022). Exploring the application scenarios and issues facing Metaverse technology in education. Interactive Learning Environments, 1-13.

Fanini, B., Pagano, A., Pietroni, E., Ferdani, D., Demetrescu, E., & Palombini, A. (2023). Augmented Reality for Cultural Heritage. In Springer Handbook of Augmented Reality (pp. 391-411). Cham: Springer International Publishing.

Farzaneh, M., Wilden, R., Afshari, L., & Mehralian, G. (2022). Dynamic capabilities and innovation ambidexterity: The roles of intellectual capital and innovation orientation. Journal of Business Research, 148, 47-59.

Garrison, D. R. (2022). Shared metacognition in a community of inquiry. Online learning, 26(1), 6-18.

Haddock, A., Ward, N., Yu, R., & O’Dea, N. (2022). Positive Effects of Digital Technology Use by Adolescents: A scoping review of the literature. International Journal of Environmental Research and Public Health, 19(21), 14009.

Huang, Y., & Wang, S. (2023). How to motivate student engagement in emergency online learning? Evidence from the COVID-19 situation. Higher Education, 85(5), 1101-1123.

Lee, O., & Grapin, S. E. (2022). The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches. Journal of research in science teaching, 59(7), 1301-1309.

Medvedieva, S. O., Stepanova, I. S., Nykyporets, S. S., & Ibrahimova, L. V. (2023). The application of a neuropedagogical approach while teaching English to students of higher educational establishments. Перспективи та інновації науки.№ 8: 13-24.

Nadeem, M., Lal, M., Cen, J., & Sharsheer, M. (2022). AR4FSM: Mobile Augmented Reality Application in Engineering Education for Finite-State Machine Understanding. Education Sciences, 12(8), 555.

Rafiq, A. A., Triyono, M. B., & Djatmiko, I. W. (2023). The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement. International Journal of Instruction, 16(1).

Rehman, Z. U. (2023). Trends and Challenges of Technology-Enhanced Learning in Geotechnical Engineering Education. Sustainability, 15(10), 7972.

Sun, Y., & Nakajima, T. (2023). Mitigating Technological Anxiety through the Application of Natural Interaction in Mixed Reality Systems. Future Internet, 15(6), 216.

Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401-420.

Tung, T. M. (2023). Literature Review On Learners' Motives Through Game-Based Learning Technologies. Journal of Namibian Studies: History Politics Culture, 34, 2455-2463.

Tuxtashov, B., & Obidjon, S. (2022). The Importance of Using Interactive Methods in Training Sessions in General Technical Disciplines in Improving the Effectiveness of Training. EUROPEAN JOURNAL OF INNOVATION IN NONFORMAL EDUCATION, 2(12), 17-20.

Zhai, X. (2022). ChatGPT user experience: Implications for education. Available at SSRN 4312418.