Game-Based Augmented Reality versus an Interactive 2D App: A Comparative Study on Learning and Interest in Late Primary and Early Secondary Education

Abstract

The use of immersive technologies, such as augmented reality (AR), in the classroom is becoming increasingly popular as a means to engage students and visualize abstract concepts. However, the effectiveness of AR in late primary and early secondary education, specifically for subjects like chemistry, is still unclear. This study aimed to contribute to the ongoing discussion about the impact of AR on learning and interest by comparing the effects of a game-based AR condition with an interactive 2D environment in a real classroom setting. The research question is: "Is there a difference in learning outcomes and interest between the use of game-based augmented reality and an interactive 2D environment for chemistry lessons for children in late primary and early secondary education.” The game-based AR group outperformed the 2D group in terms of learning, with a small to medium effect (η2p = .06). There was no difference in interest found between the two groups. However, the last conclusion should be interpreted carefully, since the power was not met, and glitches during the gameplay might have had an impact on the participants’ interest.