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Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering

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Integrating augmented reality into inquiry-based learning approach in primary science classrooms.

Yun Wen¹, Longkai Wu², Sujin He¹

¹National Institute of Education, Nanyang Technological University, Singapore, Singapore.

Educational Technology Research and Development : ETR & D

|June 26, 2023

Summary

Augmented Reality (AR) with the QIMS inquiry-based framework enhanced students' self-directed learning and creative thinking. Integrating AR and QIMS particularly benefited low-progress students, boosting critical thinking and knowledge creation.

Keywords:

Augmented reality Inquiry-based learning Primary school Science learning

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Area of Science:

Educational Technology
Inquiry-Based Learning
Augmented Reality in Education

Background:

The specific benefits of Augmented Reality (AR) in education compared to other technologies are not fully understood.
Existing research often overlooks the impact of pedagogical approaches and instructional models when implementing AR in teaching and learning.
There is a need to explore effective frameworks for integrating AR to maximize its educational potential.

Purpose of the Study:

To propose and evaluate an inquiry-based learning framework, QIMS, leveraging the affordances of Augmented Reality (AR).
To investigate the impact of integrating AR with the QIMS framework on primary school students' learning outcomes and skills.
To compare the effectiveness of three conditions: AR and QIMS, QIMS alone, and neither AR nor QIMS.

Main Methods:

A quasi-experimental approach was employed with 117 primary 5 students (aged 11-12).
A learning package on plant reproduction was developed based on the QIMS framework.
Three groups experienced different conditions: AR and QIMS, QIMS only, or a control group (Non-AR and Non-QIMS).

Main Results:

No significant difference in academic performance was found when AR was used alone.
Students in the QIMS inquiry-based lessons showed significant increases in self-directed learning and creative thinking skills.
The combined use of AR and QIMS significantly enhanced critical thinking and knowledge creation efficacy, especially for low-progress students.

Conclusions:

The QIMS inquiry-based framework positively impacts student learning skills, independent of AR.
Integrating AR with the QIMS framework offers significant benefits for critical thinking and knowledge creation, particularly for students needing more support.
Findings provide practical insights for designing future AR educational interventions and integrating AR with pedagogical strategies.