Enhancing Health Education and Learning Motivation in Primary Students Through Augmented Reality and Game-Based Learning: A Case Study
DOI:
https://doi.org/10.58459/icce.2024.5016Abstract
The integration of technology in education enhanced student engagement and learning efficiency, particularly in challenging subjects like health education, where motivation often posed a barrier. Augmented reality (AR) was one such technology that created interactive learning experiences, allowing students to explore subjects dynamically and visually. By incorporating these tools, educators fostered a supportive learning environment that motivated students to approach their studies with greater enthusiasm. This study examined the impact of integrating AR with game-transformed inquiry-based learning (GTIBL) on primary-level students' conceptual understanding and learning motivation in health education, focusing on the bone and muscular systems. The research involved 23 fourth-grade students from a public primary school in northeastern Thailand and used a mixed-methods approach that included pre- and post-tests for conceptual understanding, learning motivation surveys, and interviews. The findings showed significant improvements in students' conceptual understanding and learning motivation, particularly in career motivation and self-efficacy. However, the study found no significant changes in intrinsic motivation, self-determination, and grade motivation, indicating that while AR and gamification were beneficial in some aspects of learning motivation, their impact was limited in cases where students already held strong pre-existing beliefs. These results suggested that integrating AR and gamification into health education could be a valuable tool for enhancing learning outcomes and motivation, especially in fields that require complex understanding and active engagement.