Enhancing Students’ Biology Learning by Using Augmented Reality as a Learning Supplement

• Published in: Journal of educational computing research Vol. 58; no. 4; pp. 747 - 770
• Main Authors: Weng, Cathy, Otanga, Sarah, Christianto, Samuel Michael, Chu, Regina Ju-Chun
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-07-2020
• Subjects: Biology; Computer Simulation; Educational Objectives; Grade 9; High School Students; Instructional Effectiveness; Instructional Materials; Physical Environment; Pretests Posttests; Science Instruction; Simulated Environment; Student Attitudes; augmented reality; learning outcomes; teaching aid; biology lesson; learning attitude
• ISSN: 0735-6331; 1541-4140
• DOI: 10.1177/0735633119884213

The purpose of this study was to investigate the effects of augmented reality (AR) technology on students’ learning outcomes (measured according to Bloom’s cognitive levels) and attitude toward biology. The print book was redesigned by integrating a form of AR into it. A quasi-experimental pretest and posttest designs were used to test the effectiveness of the developed book on learning outcomes and attitude toward biology. In addition, the students’ opinions about the AR technology and the redesigned book were collected. In all, 68 ninth-grade students participated in the study. They were divided into the experimental group, who used the print book and the AR technology as a learning supplement, and the control group, who used the print book only. The results indicated that using AR technology may have the potential to enhance students’ learning outcomes at the analyzing level and their learning attitudes toward biology. The students mentioned that AR could be effective in terms of enhancing their biology learning.