Integrating Augmented Reality to Enhance Science Laboratory Learning Engagement

Thesis Abstract

The engagement of students in science laboratory activities remains a critical challenge in science education, often hindered by limited access to sophisticated laboratory resources and the lack of interactive learning environments. This study investigates the potential of augmented reality (AR) technology to enhance student engagement and understanding in science laboratories by integrating AR applications into practical learning sessions. The primary aim is to assess whether AR can significantly improve students' learning engagement, motivation, and conceptual understanding during laboratory experiments. The study specifically seeks to determine the effectiveness of AR-based interventions in increasing the levels of active participation, to explore students’ perceptions of AR-enhanced learning, and to identify any statistically significant differences in academic performance compared to traditional laboratory methods. The research adopts a mixed-methods experimental design, combining quantitative and qualitative approaches to provide comprehensive insights. A quasi-experimental approach is utilized involving a sample of 200 second-year undergraduate science students from a comprehensive university, selected through stratified random sampling to ensure representation across different science disciplines. The students are divided into control and experimental groups, with the control group engaging in traditional laboratory activities and the experimental group utilizing a specifically designed AR application tailored for physics and chemistry experiments. Data collection instruments include validated Likert-scale questionnaires measuring engagement, motivation, and perceived effectiveness; pre- and post-tests assessing conceptual understanding; structured observation checklists; and focus group discussions to gather qualitative insights. Data analysis employs descriptive statistics (means, standard deviations) to summarize responses, coupled with inferential techniques such as paired t-tests and ANCOVA to evaluate differences between pre- and post-intervention performances. Multiple regression analysis is employed to identify predictors of engagement, while thematic analysis is used on qualitative data from focus groups to elucidate students’ perceptions. The study’s theoretical framework is anchored in the Self-Determination Theory (Deci & Ryan, 1985), which emphasizes autonomy, competence, and relatedness in fostering intrinsic motivation, and the Situated Learning Theory (Lave & Wenger, 1991), which highlights contextual and interactive learning environments. Anticipated findings include statistically significant increases in student engagement and motivation in the AR group, improved conceptual understanding evidenced by higher post-test scores, and positive perceptions of AR's role in making laboratory activities more stimulating and accessible. The results are expected to demonstrate that AR integration can lead to measurable improvements in learning outcomes and student attitude towards science practical work. Furthermore, qualitative insights are projected to reveal enhanced perceived autonomy and confidence among students using AR tools, aligning with Self-Determination Theory. This study contributes novel empirical evidence to the field of science education technology by quantifying the impact of AR on laboratory learning engagement, thus bridging the gap between technological innovation and pedagogical practice. It advances understanding of how AR can facilitate active, interactive, and meaningful learning experiences in science laboratories, especially within contexts constrained by resource limitations. Recommendations include integrating AR tools into standard laboratory curricula, developing context-specific AR applications, and providing instructional training for educators to optimise technology use. In conclusion, the research underscores the transformative potential of augmented reality in science laboratory education, advocating for broader adoption to foster higher engagement levels, improved comprehension, and sustained interest in science disciplines. Further studies are suggested to explore long-term impacts, scalability across diverse educational settings, and the integration of AR with other emerging educational technologies to maximize pedagogical benefits.