Enhancing students’ conceptual understanding through an Augmented Reality–based science learning module

Abstract

This study investigates the effectiveness of an Augmented Reality (AR)-based science learning module in enhancing junior high school students’ conceptual understanding of global warming. AR technology integrates real-world environments with virtual elements, providing interactive and immersive learning experiences that may overcome the limitations of conventional instruction, particularly in visualizing abstract scientific concepts. This study employed an applied quantitative approach using a quasi-experimental nonequivalent control group design. The study involved 140 junior high school students, comprising an experimental group that received instruction through the AR-based learning module and a control group that received conventional instruction. The learning module was developed using the ADDIE instructional design model. Data were collected using pre-test and post-test instruments and analyzed using Levene’s test, independent-samples t-test, and paired-samples t-test. The results demonstrated a statistically significant difference in post-test conceptual understanding between the experimental and control groups (p < 0.05). Moreover, the experimental group showed a significant improvement in conceptual understanding from pre-test to post-test scores (t(69) = −14.189, p < 0.05). These findings demonstrate that the AR-based science learning module significantly enhances students’ conceptual understanding of global warming and is more effective than conventional instruction. The study contributes to science education research by demonstrating the pedagogical value of AR-based learning for representing complex and abstract scientific phenomena and by providing an instructional model that can support more interactive, visualization-oriented, and conceptually meaningful science learning in secondary education.