Supporting informal science learning with metacognitive scaffolding and augmented reality: effects on science knowledge, intrinsic motivation, and cognitive load

ABSTRACT

Background

Museums have been paying an increasing attention to the design of experiences conducive to informal learning. While spontaneous inquiries in museums often pique visitors’ intrinsic motivation to learn, certain structures or scaffolds are needed to facilitate sense making in museum learning. Two promising approaches are identified: metacognitive scaffolding and augmented reality (AR) that offer on-demand content and interactions.

Purpose

This study aimed to answer the following research question: Compared with metacognitive scaffolding alone, how does the access to additional AR content affect informal learning experiences in a science museum in terms of science content knowledge, intrinsic motivation, and cognitive load?.

Sample

The sample of the study consisted of 63 sixth-grade students divided into two groups. The treatment group (31) received both metacognitive scaffolding and AR support in their museum visit, whereas the control group (32) received only metacognitive scaffolding.

Design and methods

A quasi-experimental research design was conducted. The independent variable was the treatment conditions, and the dependent variables were students’ science knowledge test performance, learning motivation, and cognitive load. The research instrument for this study included a science knowledge test, a learning motivation survey, and a perceived cognitive load questionnaire.

Results

The results revealed that the combination of metacognitive scaffolding and AR led the treatment group to significantly outcome the control group in the science knowledge post-test, but the effect did not last in the 2-week delayed retention test. The control group perceived more importance in the museum learning activity. No difference was found in cognitive load.

Conclusions

Metacognitive scaffolding may have an enduring impact on science learning in museums. The long-term impact of AR needs further investigation. Balance should be maintained between structure and open exploration to sustain intrinsic motivation in informal learning settings.

KEYWORDS:

• Augmented reality
• metacognition
• scaffolding
• museum learning
• informal learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Ministry of Science and Technology, Taiwan [MOST108-2511-H-018-017-MY3].