OECD Project Infinity: Empowering Youths as Global Citizens
Grounded in the belief that youths are the changemakers of tomorrow, “Project Infinity” – an initiative launched in […]
Read More
- Background and Key Insights
- Introduction of AR in Science Learning
- Research Methodology
- Research Findings
- What Does This Mean for Teaching and Learning?
- Related Links
- Further Readings
- Research Team
“I’m seeing the benefits of collaborative discussion. . . We can always get other teachers to do the sharing and adopt good practices in order to enhance our teaching.” – by Teacher A
- 363 students
- 7 teachers
- 2 primary schools
Primary school
Science
Principal Investigator
Knowledge Resource Bank
Using Augmented Reality Technology in Teaching Science
How findings from Augmented Reality in Science can help your studentsKey Insights
- Students developed significant improvement in:
- Self-directed learning
- Creative thinking
- Pairing the augmented (AR) system with the Questioning, Investigating, Making, Synthesising (QIMS) model notably enhanced students’ critical thinking and knowledge creation.
- In the 2022 iteration, students’ academic performance in Science significantly improved after using AR and QIMS.
- Low progress students had the greatest benefit in their academic outcomes.
Introduction to Augmented Reality in Science
Research Methodology
Research Findings
What Does This Mean for Teaching and Learning?
Related Links
Further Readings
For educators interested in the research methodology behind AR in Science Learning, you may refer to:
- Investigating primary school students’ epistemic beliefs in augmented reality-based inquiry learning
- Integrating augmented reality into inquiry‑based learning approach in primary science classrooms
Research Project
- Leveraging on augmented reality technologies for Establishment of Science Trial: An exploratory study
Research Team
To learn more about this research, please contact Dr Wen Yun at yun.wen@nie.edu.sg.
Principal Investigator
- Asst. Prof Wen Yun, Learning Sciences and Assessment (LSA), NIE, NTU.
Research Assistant
- Ms He Sujin, LSA, NIE, NTU.
Acknowledgements
AR in Science Learning was funded by the Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore (project no. OER 26/19 WLK). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE.
This knowledge resource was extracted and reconstructed from the published materials from the research team by Ms Shee Yi Xuan, Katherine with input from Dr Wen Yun and presented on 30 April 2024.
