Conceptions of Learning Science among Elementary School Students in AR Learning Environment: A Case Study of “The Magic Sound”

Abstract

Augmented reality (AR) demonstrates great promise in science education. However, students’ conceptions of learning when they learn science using AR are currently unclear. This study aimed to analyze learners’ views and scientific epistemic beliefs on learning science. Eighty-two elementary school students in grades 4–6 participated in a two-week course on the introduction to sound. The intervention adopted inquiry-based learning utilizing three AR software programs that integrated multisensory channels. The data were collected through Cheng’s Conceptions of Learning Science by AR (CLSAR) questionnaire and Learners’ Scientific Epistemic Beliefs (SEB) questionnaire. The results show that students in this study generally had positive conceptions of learning science and a high level of scientific epistemic beliefs. Moreover, gender differences existed in the relationship between CLASR and SEB. This study contributed to the currently unresolved discussion of the impact of demographic differences on students’ learning, indicating that AR can be used to enhance senior students’ learning of science in elementary schools.