ENHANCING SCIENCE LEARNING OUTCOMES OF LOW VISION LEARNERS: IMPACT OF AN AUGMENTED REALITY-SUPPORTED INSTRUCTIONAL APPROACH IN MIDDLE SCHOOL

Abstract

Augmented Reality (AR) has the potential to transform learning by making complex concepts and theories more engaging and easier for students to understand. This study examined the effectiveness of an AR-based instructional strategy on science learning outcomes among eighth-grade low vision students. A quasi-experimental pretest–posttest control group design was used, involving 60 students selected through simple random sampling from two government-sponsored, Bengali-medium, co-educational schools in the Kolkata municipality. The experimental group (n = 32) learned the ‘World of Microbes’ unit in science through AR-assisted pedagogy, which included interactive 3D models and immersive learning experiences. In contrast, the control group (n = 30) was taught the same unit using conventional methods. Data were collected using a self-developed standardized test with a reliability coefficient of 0.88. Two-way ANCOVA was applied to analyse the data. The results showed that students in the AR group achieved significantly higher learning outcomes than those in the control group. Further, girls showed better performance in comparison to their counterparts. Overall, the findings highlight the potential of AR-assisted pedagogy to enhance science education at the middle school level for low vision students.