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<p>The application of Augmented Reality (AR) in science learning has gained widespread recognition for its potential benefits. Existing studies highlight the role of teachers as cognitive and emotional facilitators in AR-enhanced learning environments. However, limited research has explored the specific teaching mechanisms that support the effective implementation of AR-based learning activities. This mixed-methods quasi-experimental study examined the use of a self-developed AR-supported inquiry learning app in primary science classrooms, analysed teachers’ instructional events in terms of the ARCS model and identified four key implementation mechanisms for optimizing AR-supported inquiry learning through case comparisons. The study provides practical recommendations for AR instructional designers and educators to enhance the integration of AR into teaching practices.</p>

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Implementation mechanisms for AR-based inquiry learning through the Lens of motivational design

  • 期刊论文

  • 发表日期：

    2025年6月24日

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  • Yun Wen,
  • Sujin He

摘要

The application of Augmented Reality (AR) in science learning has gained widespread recognition for its potential benefits. Existing studies highlight the role of teachers as cognitive and emotional facilitators in AR-enhanced learning environments. However, limited research has explored the specific teaching mechanisms that support the effective implementation of AR-based learning activities. This mixed-methods quasi-experimental study examined the use of a self-developed AR-supported inquiry learning app in primary science classrooms, analysed teachers’ instructional events in terms of the ARCS model and identified four key implementation mechanisms for optimizing AR-supported inquiry learning through case comparisons. The study provides practical recommendations for AR instructional designers and educators to enhance the integration of AR into teaching practices.