Despite the potential advantages of using Augmented Reality (AR) in education, most of the existing AR studies have failed to analyse the impact of pedagogical approaches as well as the pedagogical strategies of implementing AR in teaching and learning. An inquiry-based learning framework, coined QIMS, was proposed in this study by considering AR affordances. Through a quasi-experimental design, this study compared three conditions for science learning in a primary school. Results indicated that though students did not demonstrate statistically significant improvement in their academic performance when AR was used, students' self-directed learning and creative thinking skills did significantly improve via experiencing the QIMS inquiry-based learning activities. The use of AR played a more significant role in enhancing students' critical thinking and knowledge creation efficacy. Integrating QIMS and AR was more effective for students with lower abilities. The study provided suggestions on how to integrate AR with inquiry-based learning in science learning. Copyright © 2022 ISLS.
|Title of host publication||Proceedings of the 16th International Conference of the Learning Sciences: ICLS 2022|
|Editors||Clark CHINN, Edna TAN, Carol CHAN, Yael KALI|
|Place of Publication||Hiroshima, Japan|
|Publisher||International Society of the Learning Sciences (ISLS)|
|Publication status||Published - 2022|