How augmented reality and game-based learning improve science learning outcomes?

Technological advancements have rapidly transformed educational methodologies, particularly in science education. The integration of Augmented Reality (AR) and Game-Based Learning (GBL) offers promising tools to enhance student engagement and comprehension of complex scientific concepts. However, while AR and GBL are widely used in educational settings, their individual contributions to knowledge acquisition and self-efficacy remain unclear.

Addressing this issue, the study Impact of Augmented Reality and Game-Based Learning for Science Teaching: Lessons from Pre-Service Teachers, authored by Valerie Czok and Holger Weitzel, and published in Applied Sciences (2025, 15, 2844), investigates how AR and GBL influence science education. The research focuses on pre-service teachers, evaluating whether AR and GBL enhance learning outcomes and self-confidence in utilizing digital teaching tools.

Augmented reality in science education

Augmented Reality has gained significant traction in educational settings due to its ability to provide immersive, interactive learning experiences. In science education, AR enables students to visualize abstract concepts, such as molecular structures or biological processes, by overlaying digital content onto the real world. The study highlights that AR can make complex scientific phenomena more tangible by offering three-dimensional models and real-time interactions.

However, while AR enriches the learning experience, its effectiveness remains debated. The study found that AR alone did not significantly outperform traditional learning methods in terms of knowledge acquisition. Although it improved engagement and provided students with hands-on experiences, its actual contribution to measurable learning gains was comparable to conventional approaches. This raises questions about whether AR should be used as a primary educational tool or as a supplementary resource to enhance conventional teaching techniques.

Impact of game-based learning on knowledge retention

Game-Based Learning (GBL) is another innovative approach that leverages gamification elements, such as challenges, rewards, and interactive storytelling, to make learning more engaging. The study explores how GBL influences student motivation and retention in science education. By incorporating gaming elements, GBL is believed to foster active learning, problem-solving skills, and collaboration.

The findings indicate that while GBL contributes to higher levels of engagement and motivation, its direct impact on knowledge retention was not significantly greater than that of non-game-based approaches. Students participating in game-based interventions showed improved self-efficacy, particularly in their ability to engage with digital tools. However, GBL’s effectiveness in delivering core scientific content was found to be dependent on the design and complexity of the game mechanics. Poorly designed games that prioritize entertainment over educational value may lead to distracted learning, reducing overall knowledge retention.

Combining AR and GBL: A synergistic approach?

A major aspect of the study was evaluating the combined effects of AR and GBL in science education. The researchers divided participants into four groups: AR-only, GBL-only, a combination of both, and a control group. The results showed that while both AR and GBL led to significant self-efficacy gains, there was no clear advantage in combining the two technologies over using them separately.

One possible explanation is that too many digital elements can overwhelm learners, leading to cognitive overload rather than improved understanding. The study suggests that moderation is key - integrating AR and GBL effectively requires careful balance to ensure that educational content remains at the forefront rather than being overshadowed by technological novelty. Thus, while AR and GBL can be effective tools, their combined implementation should be strategically designed to complement rather than compete with each other.

Future directions and educational implications

The study underscores the need for thoughtful implementation of digital learning tools in science education. Rather than assuming that more technology equates to better learning, educators must consider context, content complexity, and learner needs when integrating AR and GBL.

Additionally, pre-service teacher training programs should emphasize digital literacy and self-efficacy, ensuring that future educators are confident in using emerging technologies in the classroom. Policymakers and curriculum designers should focus on developing well-structured, research-backed frameworks for AR and GBL integration, prioritizing evidence-based strategies over technological trends.

Ultimately, while AR and GBL hold great potential in transforming science education, their success depends on intentional design, thoughtful pedagogy, and ongoing research into their most effective applications. The study provides valuable insights into how these technologies can be leveraged responsibly, guiding future developments in digital science education.