A preliminary classroom evaluation of a gamified augmented reality application for conservation learning in primary STEM education

This study reports a preliminary classroom evaluation of a technology-supported instructional intervention for conservation learning in primary STEM education, using the culturally significant Bua Kheo Mongkol (Nymphaea khaomongkol; Thai: Bua Kheo Mongkol) as the local context. The pedagogical design and activity set were developed and refined through a multi-round Delphi process involving nine experts in educational technology, science/environmental education, and measurement/evaluation. The intervention was examined using a one-group pretest-posttest design with a two-week retention test involving 30 Grade 5 students. Knowledge outcomes were measured using the same 40-item multiple-choice test at pre-test (T1), post-test (T2), and retention (T3). Results showed a small but statistically significant increase in knowledge scores from T1 to T2, while T3 scores remained similar to T2, suggesting short-term maintenance of the modest gain. Post-intervention student feedback on usability, engagement, learning support, local relevance, intention to apply learning, and overall satisfaction was generally positive at the item level. Overall, the findings suggest that a culturally grounded, technology-supported classroom intervention was associated with modest knowledge improvement and positive descriptive student feedback. However, the one-group design and measurement limitations mean that stronger causal claims should be avoided, and future comparative studies are needed to test effectiveness more rigorously.