Impact of Augmented Reality and Game-Based Learning for Science Teaching: Lessons from Pre-Service Teachers

Technological advancement and growing interest in digitalizing education increased Augmented Reality (AR) use in education. However, previous research findings on AR’s potential for knowledge acquisition are inconclusive. Furthermore, computer self-efficacy has seldom been evaluated. AR is frequently combined with game-based approaches (GAME), yet the specific impact of each feature, “AR” and “GAME”, is often not differentiated in the research design. This work analyzed an AR game-based learning environment for science teaching. It was conducted with German pre-service teachers, assessing “Knowledge” and “Computer Self-Efficacy”. These measures were used to analyze the effect of AR and GAME in four intervention groups. The results showed a significant time effect for all groups in both variables, indicating all intervention designs led to knowledge and self-efficacy gains. However, no interaction effect was found, indicating the groups did not significantly differ in their knowledge and self-efficacy gains over time. The results further indicate no clear advantage of either AR or GAME for the design of science teaching. However, AR and GAME also did not hinder learning and both led to successful knowledge and self-efficacy gains. This indicates that AR and game-based learning support the learning process and strengthen learners’ computer self-efficacy. Combining both features aids in easing the transition toward technology-enhanced learning by providing a playful learning experience, using digital as well as analog components.