Enhancing middle school science learning outcomes through mobile augmented reality and authentic learning

Abstract

This study examines the effectiveness of authentic learning supported by mobile phone-based augmented reality in enhancing science learning. Authentic learning, which bridges theoretical knowledge and real-world application, remains underexplored in the context of immersive digital tools. Addressing this gap, the study aims to evaluate the impact of augmented reality integrated into mobile devices on students’ science learning outcomes. A quantitative approach was employed using a quasi-experimental design with factorial analysis. The research involved high school students, divided into experimental and control groups. The procedure included the development of augmented reality-based instructional media, the design of learning sequences, classroom implementation, and subsequent evaluation. Data were collected and analyzed using statistical software to determine the effectiveness of the intervention. The findings indicate that the integration of augmented reality within an authentic learning framework significantly improves students’ understanding and engagement in science education. The study underscores the potential of mobile technology to transform science instruction by providing contextual, interactive, and experiential learning environments.

Keywords:  Augmented reality; authentic learning; mobile learning; science education; technology integration.