Effectiveness of Augmented Reality–Based Teaching on Students’ Learning Outcomes in Science Classrooms

Abstract

Augmented Reality (AR) has emerged as a transformative instructional technology capable of enhancing visualization, interaction, and learner engagement in science education. The present study investigates the effectiveness of AR-based teaching on students’ learning outcomes in science classrooms. A quasi-experimental pre-test–post-test control group design was adopted with a sample of 60 elementary-level students from a CBSE school. The experimental group received AR-integrated instruction, while the control group was taught using traditional chalk-and-talk methods. Data were collected using a standardized achievement test, a student engagement scale, and an observation checklist. Descriptive statistics and independent-samples t-tests were employed for data analysis. The results revealed that students exposed to AR-based teaching achieved significantly higher academic scores and demonstrated greater engagement than those in the control group. The findings indicate that AR enhances conceptual clarity, motivation, interactivity, and retention, supporting its effective integration into science teaching.