Applying AR-based infographics to enhance learning of the heart and cardiac cycle in biology class

ABSTRACT

This study is based on assessing the potential of augmented reality (AR) and infographics in science learning, emphasizing the synergistic effect on improving learning. The study investigates the impact of the combination of AR and infographic design on learning biology. Seventy-five 10th grade male students participated in this study, which employed a pre-test and post-test experimental design. After administering the pre-test, participants were randomly assigned to three groups; the first group used static infographics, the second group used infographics combined with AR, and the third group learned in an AR-based environment. While the results showed no significant difference between the mean of learning scores in the experimental Group 1 (static infographics) and the experimental Group 3 (AR), there was a significant difference between the experimental Group 2 (infographic method with AR combination) and other groups. According to the results, the infographic with AR had significant effects on learning. Some of the reasons for the superiority of this method compared to other methods used in other groups are as follows: visualizing the data, infographic illustration with 3D AR representation, the use of organizer images and, at the same time, reducing the complexity of AR with the help of infographic visualisation.

KEYWORDS:

• Augmented reality
• biology
• learning
• infographics
• static infographics

Acknowledgements

The authors of this article express their gratitude to the students for their participation and to the teachers and the manager of the school for their collaboration in this research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 Visualize. (n.d.). In Collins English Dictionary. Retrieved February 22, 2019, from http://www.collinsdictionary.com/dictionary/english/visualize

Additional information

Notes on contributors

Marzieh Dehghani

Dr Marzieh Dehghani is an assistant professor of the department of curriculum & instruction at the University of Tehran, Tehran, Iran since 2013. She has worked as the head of department of curriculum & instruction at the Faculty of Psychology and Education University of Tehran since 2016. She is also a member of research council and educational council at the Faculty of Psychology and Education University of Tehran and she is a member of the Planning and Educational Supervision Council of the University of Tehran. Her research interests include Curricula design, implantation and evaluation, Teaching, teacher education and Content analysis. See (https://rtis2.ut.ac.ir/cv/dehghani_m33).

Nasrin Mohammadhasani

Dr. Nasrin Mohammadhasani *(corresponding author) is an assistant professor of educational technology at the University of Tehran, Tehran, Iran. She has worked as a researcher at the University of Messina, Italy since 2015. Her research interests include pedagogical agents, attention, augmented reality and applying digital technologies to support educators in teaching.

Mohammad Hoseinzade Ghalevandi

Mohammad Hoseinzade Ghalevandi is an elementary teacher. He received MSc in instructional technology from the Kharazmi University, Tehran, Iran. His Master thesis was about “The Effect of Infographics and AR on Learning”.

Esmaeil Azimi

Dr Esmaeil Azimi is an assistant professor of Educational Technology at Tarbiat Modares University (TMU), Tehran, Iran. He has worked as a researcher at the University of Helsinki, Helsinki, Finland, in the years 2017–2018. His research interests include developing higher order thinking skills, instructional design and eLearning, and integrating technology in education. Currently, He is studying improving collaborative reflection through mobile-based collaborative mobile applications. Email: [email protected]