From detached observer to immersive participant: An augmented reality-based experiential learning approach to promote academic performance and learning behaviors in science education

Abstract

Science education plays a pivotal role in enhancing national competitiveness; however, students often struggle to engage in scientific inquiry due to the lack of authentic experiences and outdated instructional approaches. This study proposes the EDMV-AR (Experience-Decomposition-Modeling-Verification Augmented Reality-based) learning approach, grounded in Kolb's experiential learning theory. A total of 62 fifth-grade students from a public primary school in southern China participated in the study. The experimental group was taught using the EDMV-AR approach, while the control group received traditional instruction. Pre- and post-tests, along with questionnaires, were employed to assess students' academic performance and experiential engagement. Classroom video recordings were analyzed to examine differences in learning behaviors under the two instructional approaches, and semi-structured interviews were conducted to explore students' perceptions of the AR-based scientific inquiry activities. The results indicated that the EDMV-AR approach significantly improved students' academic achievement, engagement, perceived competence, and interest. Although the approach had a positive effect on students' perceived challenge, the improvement was not statistically significant. Analysis of classroom behavior transition maps and interview data revealed that the EDMV-AR approach fostered greater learner autonomy and encouraged active learning behaviors within the AR-supported environment. This study theoretically conceptualizes an AR-based experiential learning design framework and provides empirical evidence of the EDMV-AR approach's potential effectiveness, offering valuable insights for the future design of science inquiry activities.