The impact of augmented reality on biodiversity learning: An experimental study

Abstract

Learning about biodiversity – both conceptually and in practice – is key to fostering pro-environmental behaviors, yet it is difficult to teach because it spans multiple disciplines and meanings. Augmented reality (AR) can enhance engagement, motivation, and learning, while outdoor experiences are known to strengthen environmental affects. We therefore examined whether location-based AR is more effective than a non-digital resource for biodiversity learning within an analogical-reasoning teaching sequence. In a crossover experiment, 169 French-speaking Swiss pupils (aged 12–17) explored two nature areas containing differentiated content. Each pupil used AR in one area and a paper-based resource in the other; footsteps were measured with pedometers, and pupils completed multiple-choice questionnaires and psychometric scales. Relative to the non-digital condition, location-based AR led to higher theoretical knowledge scores and greater nature exploration (footsteps). However, we observed no significant differences in environmental affects. These findings contribute empirical evidence on AR for biodiversity education that can help educators develop learning activities that meet their pedagogical goals: location-based AR can bolster knowledge and exploration, yet – under the present design – it may not translate into broad affective change. We discuss implications for aligning AR design with motivational scaffolds and nature connectedness goals.