https://orcid.org/0000-0002-4943-5908
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ABSTRACT
Biology involves the understanding of life concepts and the exploration of life processes. Due to the complexity of life, the learning content of biology is often microscopic, abstract, and complex. In traditional teaching, The non-visualization of abstract concepts, rote memorization of knowledge and low classroom participation tend to make students feel dull and eventually lead to inefficient and low confidence in learning. Augmented reality (AR) superimposes 3D dynamic virtual information into the real world and visualizes abstract concepts to deepen students’ understanding of concepts. In addition, AR supports virtual-real interaction and instant feedback, which helps to stimulate learning interest and reinforce the learning effect. Therefore, the application of AR can solve the problems of traditional biology teaching. This study used a quasi-experimental approach to explore the potential of AR in teaching biology. A total of 81 third grade students were recruited for the study. The experimental group (40 students) was taught with AR, while the control group (41 students) was taught with traditional instruction. The study found that AR instruction significantly increased students’ flow experiences and motivation to learn and reduced their cognitive load. However, there were no significant differences in self-efficacy and academic performance between the two groups.
Acknowledgements
This research was supported in part by the Higher Education Teaching Reform Project of Zhejiang Province (jg20190106).
Disclosure statement
No potential conflict of interest was reported by the author(s).