Impact of Augmented Reality-Enhanced Biological Taxonomy Instruction on Student Achievement and Science Motivation

• In Event: Immersive Technologies in Education: Enhancing Learning Through VR, AR, and Robotics

Abstract

This study explores the educational impact of augmented reality (AR) in science education by comparing AR-enhanced instruction with 2D-image instruction in a biological taxonomy lesson. Student learning achievement was assessed using pre- and post-tests based on dichotomous key activities. Motivation to learn science was measured across five dimensions using pre- and post-surveys. ANCOVA results revealed no significant difference in achievement between groups, while MANCOVA showed significant differences in motivation, particularly intrinsic motivation and self-determination. We discuss the implications of using innovative tools like AR to support science learning and offer directions for future research.

Authors

• Anthony Ilobinso, Purdue University

• Victoria Lynn Lowell, Purdue University

• Stuart K. White, Purdue University

• Kevin Jones, Krueger Middle School, Middle school in Michigan City, Indiana