Evaluating augmented reality mobile apps to enhance microbiology learning in high schools

Thesis Abstract

The integration of digital technologies in science education offers significant potential to improve student engagement and comprehension, yet the effectiveness of augmented reality (AR) applications in microbiology learning among high school students remains underexplored. This study aims to evaluate the impact of augmented reality mobile applications on students' understanding of microbiological concepts, with specific objectives to determine the extent of knowledge gain, assess students' attitudes towards AR-based learning, and identify the pedagogical factors influencing learning outcomes. Employing a mixed-methods research design, the study combines quantitative experimental methods with qualitative inquiry to provide a comprehensive analysis of AR's effectiveness in microbiology education. The target population comprises senior secondary school students enrolled in biology classes within metropolitan high schools, with a sample size of 300 students selected through stratified random sampling to ensure representativeness across different school types and geographic locations. The experimental group (n=150) engaged with a specifically developed augmented reality mobile app designed to visualize microbiological structures and processes—such as bacterial cell division, pathogen-host interactions, and microbiome diversity—while the control group (n=150) received traditional instruction supplemented with static visual aids. Data collection instruments included pre- and post-intervention microbiology assessments, Likert-scale attitude questionnaires, and focus group interview guides. Validity and reliability of the instruments were established through expert reviews and a pilot study, achieving a Cronbach's alpha of 0.85 for attitude measures. Quantitative data were analyzed using paired t-tests to assess knowledge gains, independent samples t-tests for attitude differences, and multiple regression analysis to examine predictors of learning outcomes, guided by constructivist and multimedia learning theories, particularly the Cognitive Theory of Multimedia Learning and the Dual Coding Theory. Qualitative data from focus groups were subjected to thematic analysis to identify recurrent themes related to user experience and perceived effectiveness of AR applications. It is anticipated that the findings will demonstrate statistically significant improvements in microbiological knowledge and positive shifts in attitudes towards science among students exposed to AR, with factors such as engagement level, perceived ease of use, and instructional support mediating learning outcomes. The study is expected to contribute valuable insights into how immersive technology can augment traditional biology curricula, filling gaps identified in previous research on AR's pedagogical efficacy in microbiology education. Ultimately, the research aims to provide evidence-based recommendations for integrating AR applications into science instruction, emphasizing teacher training, curriculum alignment, and technology accessibility to optimize student learning experiences. The study concludes that augmented reality has the potential to transform microbiology education by fostering interactive, multisensory learning environments that enhance conceptual understanding and motivation among high school students.