Promoting Middle School Students' Achievement and Attitude toward Science Learning through Sphere Recognition- Based AR Application

Abstract

With the advancement of Augmented Reality (AR) technology, considerable studies have explored AR’s application in various educational fields, especially in the field of science. This paper used a sphere recognition-based identifier to develop an AR application that supports middle school students learning of science. A quasi- experimental method was adopted, using a pretest and posttest of science knowledge to measure academic performance. A questionnaire was conducted to measure students’ attitudes toward the use of AR in science lessons. The research sample included 80 middle school students and was divided into experimental and control groups. Students in the experimental group learned science lessons by using a sphere recognition-based AR application, while the control group learned the same material by using a traditional method. Results showed that students who learned science lessons in a sphere recognition-based AR application performed better in academic achievement than that in the control group. In addition, the experimental group showed a positive attitude toward the use of AR in science classes. This study provides empirical evidence to explore the use of sphere recognition-based AR in science education.