Impact of augmented reality lessons on students’ STEM interest

Abstract

Abstract In this paper, we explore the possibility of embedding augmented reality (AR) in authentic inquiry activities to contextualize students’ exploration of medical surgery, and investigate students’ perceptions of the AR lessons and simulators, and their Science, Technology, Engineering, and Mathematics (STEM) interest. Thirty-two senior high school students participated in the two AR lessons related to medical surgery, “laparoscopic surgery” and “cardiac catheterization.” The results showed that the students had positive perceptions of the AR lessons and simulators (overall mean = 4.1) after completing the two lessons. However, the authenticity of the simulators was perceived as the lowest ranking. In contrast, both the motivation and engagement triggered by the AR lessons were high, with most of the mean scores reaching 4.3. The AR lessons did evoke some students’ STEM interest as the survey results indicated that 12 students considered an STEM major in university. This study provides a possible solution for the alignment of instructional approaches (authentic inquiry), technology design (AR), and learning experience in developing STEM lessons.