Scientific literacy is considered a crucial part of learners’ basic capacities. In primary schools, scientific literacy is generally cultivated through the implementation of a natural science curriculum, in which botany is an essential course. To enhance learning effectiveness, learning activities that involve observing specific plants and carried out in outdoor learning environments have been widely adopted in instructional design. Augmented reality (AR) technology can provide views of the real-world environment simulated by a computer in connection with a target learning object. Hence, AR-based learning material was employed in this study to provide multifaceted views of plants being studied, thereby enhancing the learning experience. To validate the effectiveness of this approach, 54 third-grade students were recruited as participants in a plant observation activity that involved various learning materials. Their learning outcomes when using AR were measured according to Bloom’s cognitive levels, showing the degree of learning achievement for different stages. According to the results, students in the experimental group observing the plants through AR had significantly greater comprehension compared with those in the control group, with respect to conceptual analysis and identification of leaf arrangement. The findings suggest that compared with the traditional learning approach involving plant observation, AR-based learning material could significantly enhance students’ higher-level cognitive capabilities, enabling them to more effectively scaffold knowledge about target plants in the observational learning activity.
All Science Journal Classification (ASJC) codes
- Information Systems
- Human-Computer Interaction
- Computer Networks and Communications