Optimizing inquiry-based science education: verifying the learning effectiveness of augmented reality and concept mapping in elementary school

As information technologies are introduced into science education, educators face their impact on teaching and learning. On one hand, educators must appropriately integrate these technologies into the curriculum. On the other hand, they must simultaneously consider the learners' reactions to the technologies. The study investigated the impact of augmented reality (AR) and concept mapping in inquiry-based science education related to insects. AR apps were implemented on mobile devices, incorporating concept mapping to facilitate knowledge organization and acquisition of insects. The sample consisted of 43 elementary school students divided into an experimental group (N = 21) using AR with concept mapping and a control group (N = 22) using AR alone. Both groups were assigned tasks centered on stage and rhinoceros beetles within an inquiry-based learning framework. Results demonstrated the integration of AR and concept mapping significantly improved learning achievement. Furthermore, a lag-sequential analysis was conducted to analyze behavioral patterns, revealing the control group had significantly higher frequency in “reading textbooks” and “problem-solving” compared to the experimental group. This finding suggests that concept maps enable students to access textbooks through a clear visual guide, promoting a more effective understanding of problem goals and reducing effort for reading textbooks and problem-solving during the process.