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Several studies have emphasized the importance of adopting innovative approaches to science education to foster students’ interest and engagement with science. Emerging technologies, such as augmented reality (AR), have shown great promise for enhancing science learning experiences and continue to be explored for their benefits. In this paper, we examine the impact of AR-enhanced versus 2D-image instruction on students’ knowledge gains and motivation to learn science in a higher education biological taxonomy lesson. We assessed knowledge gains for AR and 2D-image groups using pre- and post-assessments that involved completing dichotomous key activities. We also measured students’ science motivation across five dimensions: intrinsic motivation, career motivation, grade motivation, self-efficacy, and self-determination, using pre- and post-surveys. ANCOVA results indicated no significant difference in knowledge gains between AR and 2D-image groups, while the MANCOVA revealed significant differences in motivation between both groups, specifically with intrinsic motivation and self-determination. We discuss our findings in the context of their broader implications on the use of innovative tools like AR in science education and offer recommendations for future research.
Ilobinso et al. (Tue,) studied this question.