Abstract:

Experiential learning plays an important role in science education because it allows students to observe, explore and test scientific concepts through direct interaction with phenomena. In many secondary schools, access to laboratory activities remains limited due to constraints related to equipment, safety regulations or instructional time, which makes many scientific processes difficult to visualize through traditional methods.

This study investigates the use of augmented reality to enhance experiential learning in secondary science education by integrating interactive simulations into classroom instruction. The intervention consisted of structured learning activities in biology and physics, where students used tablet-based augmented reality applications to explore topics such as cell structure, human anatomy and basic physical interactions. Students interacted with 3D models, manipulated variables and completed guided inquiry tasks designed to support hypothesis testing and conceptual understanding.

The research uses a quasi-experimental design with an experimental group and a control group. The experimental group participated in augmented reality–enhanced lessons over a four-week period, while the control group followed traditional instruction covering the same content. Participants included secondary school students enrolled in biology and physics courses. Data collection combined pre- and post -tests measuring conceptual understanding, classroom observations and student reflective journals.

Results show that students in the experimental group achieved higher gains in conceptual understanding compared to the control group, particularly in topics requiring spatial visualization and process-based reasoning. Classroom observations indicate increased student participation and more frequent use of inquiry-based questioning during augmented reality activities. Reflective journals reveal that students perceived the learning tasks as more interactive and reported improved confidence in understanding complex scientific concepts.

The findings also show that the effectiveness of augmented reality depends on its integration into well-structured pedagogical scenarios. Teacher guidance and the alignment of augmented reality activities with inquiry-based tasks significantly influenced learning outcomes.

The novelty of this study lies in the detailed examination of how augmented reality is implemented in classroom practice through specific learning activities and its measured impact on both cognitive and experiential dimensions of learning. The study provides empirical evidence on the added value of augmented reality in supporting experiential science education and offers practical guidance for its effective integration in secondary school contexts.

Keywords:

Augmented reality, experiential learning, secondary science education, inquiry-based learning, educational technology.