Teacher Support in Augmented Reality-Enhanced Science Learning in Primary School Classrooms

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Abstract

Augmented Reality (AR) is increasingly integrated into science education, yet the role of teacher support in fostering students’ self-efficacy within AR-based inquiry learning remains underexplored. This mixed methods study investigated the effect of the AR-based inquiry learning activities on students’ science self-efficacy in various dimensions, and the impact of teacher support and students’ attitude towards the AR design on students’ science self-efficacy. The study involved 114 Grade 5 students from 4 classes of a primary school in Singapore. The findings of the study provide insights for both researchers and practitioners into the importance and design for adaptive teacher support in optimizing AR-based science learning in primary school classrooms.

Authors

• Zong Ran Wang, East China Normal University

• Yun Wen, Nanyang Technological University