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Impact
Implementation Phase
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The study encompassed seven primary schools, engaging 111 pupils and 10 primary school teachers. The activities were carefully structured to follow a defined sequence, allowing for data collection at key moments throughout the process. This approach provided a comprehensive understanding of the impact of the AR exhibition on primary science education while ensuring a broad representation of perspectives and experiences. ​Teachers were instructed to present an Introductory Video via YouTube to their pupils one week before visiting the selected schools. This 3D computer-animated video provided an overview of how to engage with the augmented reality (AR) exhibition using a structured four-stage sequential process: (1) Questions, (2) Video, (3) Watch, and (4) Interact. The video also explained how the five stations within the exhibition were interconnected under the overarching theme of Climate Change and introduced the fundamental principles of augmented reality.
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Non-participant observations were employed to collect qualitative research data by observing individuals or groups without directly engaging or interacting with them. This approach allows studying behaviours, actions, and interactions naturally without influencing the participants or the environment. After each non-participant observation session, pupils completed their journey through the augmented reality (AR) exhibition; focus groups were conducted to gain deeper insights into their perceptions of the AR experience. Each focus group typically comprised 12 to 15 pupils, providing diverse perspectives. A multiple-choice quiz was introduced as part of the study to assess the impact of the AR exhibition on pupils' learning. The quiz was developed using Google Forms, a platform familiar to primary school teachers and commonly used within classrooms, as noted in prior classroom observations during the exploratory stage.
Measuring the Impact on Pupils’ Knowledge Using AR.
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The visualisation graph (Table 1) below shows the score distribution from a multiple-choice quiz one week after engaging in the augmented reality (AR) exhibition. From evaluating the figures, the average score is 9.7 out of 15, indicating that most pupils performed relatively well and had a good level of understanding and knowledge retention after interacting with the AR experience. The median score is 10 out of 15, confirming that half of the pupils or above this level consistently performed. The range scores are widespread from 2 to 15 points, evidencing a variation in pupil performance and suggesting these figures may reflect differences in engagement, prior knowledge, or how effectively individuals interacted with the AR content. Regarding score distribution, the highest number of pupils scored between 8 and 12 points, with the most frequent range being 10. A smaller number of pupils scored below 6 points, showing that a few participants may have struggled to comprehend or retain the information thoroughly.
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Upon evaluation, the results from AR exhibition experience, the pupil multiple-choice quiz (Table 2) provide valuable insights into their reception of the augmented reality exhibition as a learning tool for primary science. Most pupils responded positively, with forty-nine pupils rating the experience as "epic" (44.1%) and another thirty-nine pupils describing it as "good" (35.1%). Together, these responses suggest that 79.2% of the participants enjoyed the AR exhibition, finding it engaging and impactful. However, seventeen pupils rated the experience as "average" (15.3%), suggesting that while they found the exhibition acceptable, it may not have met their full expectations regarding interactivity, content delivery, or engagement. This rating highlights an opportunity to refine certain aspects of the experience to meet all learners' needs better.
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Notably, six pupils (5.4%) rated the experience as "poor," pointing to potential barriers or challenges they may have encountered. These issues might relate to technical glitches, accessibility of the content, or individual preferences in learning styles. Furthermore, a minority of pupils entered the exhibition with only a basic awareness of climate change, as the topic was set to be covered in the upcoming school cycle (key stage 2 lower), whilst others already knew about the subject area (climate change). Identifying the reasons behind this lower rating could help address shortcomings and improve future exhibition iterations. Overall, the positive feedback highlights the potential of augmented reality as an innovative and engaging approach to learning. However, these results suggest continued enhancements are needed to ensure a universally positive experience.​​​​​​​​​​​​​​
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Teachers highlighted a strong preference for a rental model of AR technology, ideally managed at the academy trust level.. They emphasised the benefits of a shared, reusable AR resource model, which reduces storage issues and optimises the exhibition's utility across multiple schools. They noted the benefits of setting up an AR exhibition in a shared space, like a school hall, allowing it to be reused across various science topics. ​This model would enable an AR exhibition to circulate across a network of schools, enhancing accessibility and promoting broader participation. Teachers believe this approach would make AR technology more sustainable, cost-effective, and versatile than an outright purchase, supporting different aspects of the science curriculum while fostering broader school engagement. Therefore, teachers proposed three alternative models:
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An external service: Delivered and set up by a third party, relieving teachers of the burden of preparation.
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A rental model: Schools can borrow the exhibition as needed, with the setup and dismantling handled externally.
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A roadshow activity: A traveling exhibition brought to schools, reducing logistical demands on individual institutions.
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​Academic Outputs
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Fearn, Warren (2021) Using a service design approach towards creating effective augmented reality learning platforms. In: Talking About Teaching for Social Justice 2021, 6th July 2021, York St John University.
Fearn, Warren and Katy, Bloom (2024) The Epic Impact Of Augmented Reality In Primary Science. Teaching times.
Fearn, Warren and Hook, Jonathan (2023) A Service Design Thinking Approach: What are the barriers and opportunities of using Augmented Reality for Primary Science Education? Journal of Technology and Science Education, 13 (1). pp. 329-351.
Fearn, Warren (2023) A Service Design Approach: What are the barriers and opportunities of using Augmented Reality for primary science education? In: TPEA 35th Annual Conference (3rd – 4th July 2023), 3rd - 4th July 2023, Bedford.
Fearn, Warren and Hook, Jonathan (2023) A Service Design Thinking Approach: What are the barriers and opportunities of using Augmented Reality for Primary Science Education? YHIoT Journal (1).
Fearn, Warren (2022) What are the barriers and opportunities of using Augmented Reality for Primary Science Education? In: Backstage Academy Symposium, 23rd September 2022, South Kirby, West Yorkshire, UK.
Fearn, Warren (2022) Blurring the lines: Augmenting educational experiences for a hybrid environment. In: York Design Week : Blurring the lines, 15th October 2022, SPARK venue, York.
Fearn, Warren (2024) A Service Design Approach: What are the barriers and opportunities to using augmented reality in primary science education? Animex Research and Innovation International Conference, 13 November 2024, Teesside University.
Fearn, Warren and Bloom, Katy (2024) Exploring the Epic Impact of Augmented Reality in Primary Science Education. Technology, Pedagogy and Education Association.
Fearn, Warren (2024) Should Primary Schools be adopting XR Technologies TEDxDoncaster.
Fearn, Warren (2024) How can augmented reality help to bridge the gap between classroom and remote learning? Pint of Science, 13 May 2024.
Fearn, Warren and Hook, Jonathan (2024) Augmented reality (AR) – innovative uses in primary education. In: Leask, Marilyn and Younie, Sarah, (eds.) Teaching and Learning with Technologies in the Primary School. 3rd ed. Routledge​​​​​​​​​​​​​​​​
Table 1: How did pupils perform from using AR?
Table 2: What did pupils feel about the AR experience?
