Content area
Augmented reality (AR) technology has brought innovative changes to the field of education with its unique interactivity and immersion. In recent years, the application of AR technology in science education in China has been researched and practiced. This article reviews these studies and explores the various disciplinary areas of AR technology application in science education, the types of devices used, as well as the application advantages, challenges, and future trends of AR technology. It is found that the application of augmented reality technology in China’s science education has broad prospects and potential. However, there are still some challenges, such as equipment cost, teacher training and technology maturity. In the future, with the progress of technology and the deepening of application, AR technology in China’s science education will gain more extensive and deeper application.
Introduction
AR is a technology that superimposes computer-generated content, such as virtual objects, information, or visualizations, onto the real-world environment. It blends the digital and physical worlds, allowing users to interact with virtual elements as if they were part of their actual surroundings (Azuma, 1997). AR enhances the real world by adding virtual elements in a way that they appear to coexist with the physical world (Milgram & Kishino, 1994). AR can be experienced through various devices (Carmigniani et al., 2011). This technology has applications in various fields, offering users a more interactive and enriched experience in their daily lives. In the context of education, AR holds great potential for enhancing learning by providing interactive and immersive experiences that facilitate understanding, engagement, and knowledge retention (Osadchyi et al., 2021).
According to the Horizon 2023 Report (Education Horizon Report, 2023), extended reality (AR/VR/MR/Haptic) technology is considered one of the six most influential key technologies in education. By combining virtual and real environments, extended reality technology shows great educational potential, making it a promising teaching tool. The integration of modern teaching technology can significantly improve the traditional science teaching and provide a more effective learning experience for students. However, this requires teachers to possess a certain level of technical proficiency and to adapt their teaching approach to incorporate the curriculum model with modern technology. As a innovative teaching tool, it is changing the paradigm of science education.
To some extent, AR technology can compensate for the limitations of traditional teaching methods and provide new opportunities for the education industry. For example, AR can create more vivid and interactive learning environments where students can gain a deeper understanding by interacting with virtual objects. For example, in a biology course, students can use AR applications to explore the internal structure of the human body or observe the workings of cells (Shen, 2024). The field of education is increasingly utilizing AR technology due to the continuous advancements in science and technology (Lai & Cheong, 2022). The Ministry of Education of China’s ‘Opinions on the Implementation of the Excellent Teacher Training Program 2.0’ proposes the use of educational innovation technologies, such as augmented reality, virtual reality, and mixed reality, to develop interactive and contextual curriculum resources. This will promote the integration of educational technology and classroom teaching in China (Ministry of Education, 2021). AR technology is a novel educational technology with vast potential for application in science education, offering new possibilities for education (Yang, 2019).
The latest research reviews the use of augmented reality in student learning and explores its strengths, weaknesses, and future challenges. Akçayır analyzed the augmented reality technologies that are being used in the global educational sector (Sırakaya & Alsancak Sırakaya, 2022), Garzón and colleagues conducted a systematic literature review to analyse the impact of AR on learning effectiveness (Garzón et al., 2019). All of these literature reviews cover issues related to the use of AR in education. However, there is little literature that focuses on specific aspects related to science education, particularly the application of AR technology in science education in China.
In China, the rapid development of economy and science and technology, coupled with the uneven distribution of educational resources, makes the application of augmented reality technology in science education more and more attention (Hu, 2014). This background provides important research background and motivation for this systematic review. As the education community explores technology-enabled ways of learning, the potential of augmented reality technology in science education is becoming increasingly prominent. Its value to the innovation of science education cannot be ignored. While there have been many studies on the use of AR in education, a comprehensive analysis specifically looking at the context of science education in China is still lacking. By summarizing the current state of AR in science education, this paper will provide valuable insights into the development of new AR-based science education programs. It will also reveal new directions for future research, potentially leading to changes in traditional forms of teaching. The country’s commitment to educational reform and increasing investment in educational technology further emphasize the importance of this research. Understanding China’s specific challenges and opportunities can provide valuable lessons for other countries facing similar issues. Based on the above background, this study aims to comprehensively explore the core functions and practical applications of AR technology in science education in China. In addition, it seeks to identify major bottlenecks in current applications and key challenges that need to be addressed in the future to align with China’s education reform needs. Specifically, our four research objectives are:
Q1:What are the disciplinary areas of applying AR technology to science education in China?
Q2:What types of AR technologies are used in science education in China?
Q3:What are the advantages of using AR in science education in China?
Q4:What are the challenges of using AR in science education in China?
Augmented reality
The term ‘augmented reality’ (AR) was first used by Thomas Preston Caudell, a researcher at Boeing, in 1992. He created an AR application for industrial use to view some assembly drawings (Thomas & David, 1992).
AR is a visual computer technology that enhances real-world environments by adding virtual elements in real time. This ‘visualization’ connects learning experiences by linking and representing different sets of data that students can learn using a variety of sensing technologies and handheld devices (Rogers, 2008). AR technology overlays computer-generated sensory inputs, such as images, sounds, videos, and GPS data, onto the physical world, creating an interactive and immersive experience for the user. It typically utilizes devices like smartphones, tablets, or smart glasses to display the augmented content (Yılmaz & Göktaş, 2018). In order to avoid limiting the definition of AR to a specific technology, Azuma (1997) defined the system in terms of three major features of AR technology: (1) Combining virtual and real, AR technology superimposes virtual information constructed by computers onto the physical world where users are currently, making virtual objects present in the real world. (2) Real-time interaction, the AR system enables users to interact with virtual objects that appear in the real scene surrounding them on the screen interface of mobile phones, tablets, and other devices. This provides a natural and authentic human-machine interaction experience. (3) 3D registration, the presentation of virtual objects in AR software requires the use of the device’s camera to scan specific markers.
Globally, an increasing number of educational institutions and researchers are recognizing the potential of AR technology in science education (Johnson & Adams Becker, 2016) Through simulation experiments and scene simulations, AR technology can provide students with a more immersive learning experience and promote their understanding of scientific knowledge and practical abilities (Sagan et al., 2022). For instance, in biology, AR technology can enable students to observe the internal structure and function of cells in an immersive manner, enhancing their comprehension of cellular activities (Kuang & Zeng, 2023). In the field of chemistry, students can use AR technology to independently explore the principles and processes of chemical reactions, deepening their understanding and mastery of chemical knowledge (Zhang & Jiang, 2017). China places significant emphasis on the development of the AR technology industry (Xie et al., 2019). In the field of science education, China is also actively exploring the application of AR technology (Wang et al., 2017). Some educational institutions and researchers are applying AR technology in science education to provide students with a more vivid and immersive learning experience (Li et al., 2017). Many schools have begun working with science and technology museums to incorporate augmented reality into small science venues, and the government has increased its support for IT-enabled classroom instruction. This greatly enhances the interest and interactivity of visitors, broadening the channels for them to access rich science resources (Yu et al., 2017).
Method
The goal of a literature review is to provide an overview of published research works on a given topic over a specific period of time. We conducted a systematic review to provide a descriptive and categorized research effort on the specific issues of AR use in science education in China. In this process, we followed the guidelines set out in the PRISMA Statement (Page et al., 2021) and made the necessary adjustments:
Step 1 Selective database
The main purpose of choosing a database is to efficiently store, manage and retrieve large amounts of data information. By selecting the appropriate database, the data can be easily classified and indexed to achieve fast and accurate query and retrieval. In this study, CNKI, Wanfang Database, Web of Science, IEEE Xplore, ERIC and Scopus were selected for literature retrieval.
Definition of inclusion and exclusion criteria of studies
Inclusion Criteria:
Research field: Research field: Focus on the application of AR technology in science education: physics, chemistry, biology, earth science and other natural science fields.
Research type: Mainly includes empirical studies, case studies, review articles, etc., providing literature on the practical application and effect evaluation of AR technology in science education.
Search keywords: “Augmented reality and science education and China”, “AR Technology, Educational Challenges, and Education in China”, Science teaching, “AR technology and learning outcomes”,“STEM education, Augmented Reality and China”, “Interactive Learning, Science Education and China”.
Time frame: To reflect the latest developments and applications of AR technology in science education, we searched the relevant literature published between January 2013 and May 2024.
Academic quality: Select peer-reviewed literature of high academic quality to ensure the accuracy and reliability of the review.
Exclusion Criteria:
Non-relevant disciplinary areas: Exclude literature that is not relevant to AR technology and science education, such as pure technology development, general educational theory, etc.
Non-empirical research: excludes purely theoretical discussion, viewpoint elaboration, or literature without concrete empirical support.
Duplication or plagiarism: Duplicate or clearly plagiarized literature is excluded to ensure the uniqueness and accuracy of the review.
Lower quality: Exclude literature that is of low academic quality, has not been peer-reviewed, or clearly does not conform to academic norms.
Types of irrelevant publications: Exclude non-academic publications such as news reports, publicity materials, blog posts, etc., and ensure that the review is based on reliable academic literature.
Step 2 Search result
A total of 1265 English literature sources and 321 Chinese literature sources in 6 subject areas were searched, and the search flow chart is shown in Fig. 1. Thirty-one representative works are selected for narrative literature analysis. Thirty-one representative works are selected for narrative literature analysis. This paper aims to draw some conclusions about the application status of AR technology in China’s science education. The following is a systematic analysis of the 21 literatures mentioned above.
Fig. 1 [Images not available. See PDF.]
Flow chart of document search
Results
The purpose of this literature review is to systematically analyze the current status and challenges of AR technology application in science education in China. By synthesizing the existing research results, we hope to reveal the specific application model of AR technology in science education in China and explore its impact on teaching outcomes. In addition, we will discuss the main obstacles encountered in the practical application process, with a view to providing references for future educational practice. This paper will discuss the current application of AR technology in science education in China from the following four parts:
What are the disciplinary areas of applying AR technology to science education in China?
Science education in China aims to enhance national scientific literacy and develop scientific, technological, and innovative talents. The focus is on scientific enlightenment and fostering innovative abilities. Modern information technology, such as AR, is integrated to reform traditional teaching methods, providing students with a more intuitive and vivid learning environment (Liu et al., 2019). AR plays an important role in science education, as shown in the Table 1.
Table 1. Disciplinary areas of application of augmented reality technology
Disciplinary areas | Main application | |
|---|---|---|
1 | Physical | It effectively compensates for the limitations of traditional learning tools in teaching applications |
2 | Physical | They applied the algorithm to an AR experimental system with multi-modal natural interactions. |
3 | Physical | The use of AR convex lens imaging teaching aids in the ‘AR+Education’ lab |
4 | Chemical | Utilized Unity3D technology to implement a stereoscopic |
5 | Biological | Utilized three-dimensional biological models to enrich classroom teaching |
Some scholar created the AR Circuit Learning Tool, an AR teaching resource for science education in the field of physics (Chen & Qiao, 2014). This tool seamlessly integrates virtual information and physical learning environments, providing accurate teaching content that is not constrained by traditional physical teaching aids. The integration of AR technology into the design and development of learning tools is expected to create a knowledge transfer interface that can reduce cognitive pressure. This will expand the functional connotation and application boundaries of learning tools in terms of physical perception mechanism, cognitive modelling, and contextual interaction. As a result, the effectiveness of learning tutoring tools will be enhanced, application scenarios will be broadened, and the expression forms and interaction modes of teaching tools will be enriched. Miao et al. (2021) developed a magnetic induction line algorithm that is applicable to the properties of magnetic induction lines in three-dimensional space. They applied the algorithm to an AR experimental system with multi-modal natural interactions. The technique utilizes multiple cameras to coordinate AR 3D alignment. This can be applied to electromagnetic physics experiments related to science education, enabling students to gain a more intuitive and deeper understanding of physics knowledge. The technique has strong practical teaching significance. The use of AR convex lens imaging teaching aids in the ‘VR/AR+Education’ lab at Beijing Normal University has significantly improved the teaching environment. AR technology is used to create a physics experiment environment that is information-rich, interactive, and natural, providing a flexible and convenient experiment space for learners. This has increased students’ enthusiasm for learning and improved the effectiveness of teaching (Cai et al., 2018a, b).
AR is being used in science education in China, including in the field of chemistry Zhang and Jiang (2018) explored the teaching application and future research direction of reality augmented technology in chemistry. His research shows that AR technology has a broad application prospect in chemistry teaching, and will bring about new changes in chemistry teaching methods and teaching models. In the specific application of AR technology Zhu et al. (2023) utilized Unity3D and the Vuforia AR technology to implement a stereoscopic AR display of relevant chemical knowledge. This allowed students to clearly see the three-dimensional organic molecule model and included certain interactive functions using C# language. The visualization and interactivity of this AR can stimulate students’ learning interest and improve learning results. Zhou et al. (2021) developed an AR software for the Android platform using 3Ds Max and Unity3D software to build a 3D virtual inorganic chemistry experiment environment. The software includes a new preview method that covers basic experiment introduction, experiment process, simulation experiment, and experiment discussion. The authors also demonstrate the correct use of experimental processes and instruments. The integration of virtual simulation experiments and laboratory experiments is made possible through the combination of AR technology and inorganic chemistry. This also explores the development of AR technology in chemical experiments.
In terms of biology-related knowledge in science education, Xiong (2022) utilized three-dimensional biological models to enrich classroom teaching. He designed an educational game called ‘Small Insects’ as an example of teaching content for junior high school biology, specifically ‘Understanding Insects’. The game was divided into four modules: cognitive module, insect answer module, insect knowledge module, and game module. The biology teaching field was explored in a new way through the game-based learning method, and through the creation of game-based learning situations, students’ enthusiasm for learning is enhanced and their learning efficiency is greatly improved.
However, we found that AR is only applied to natural science disciplinary areas, neglecting other important categories such as life sciences, earth sciences, and environmental sciences. None of these projects utilize AR technology. Additionally, interdisciplinary integration of AR technology has not been effectively applied in classroom teaching. Science education is a broad and complex field that involves multiple disciplinary areas and disciplines. Therefore, research in a single subject may not provide a complete understanding of science education, and may not meet the diverse needs of modern science education. Interdisciplinary themes play a crucial role in science education (Ke & Lin, 2022).
By crossing traditional disciplinary boundaries, we can combine the knowledge and skills of different disciplines to solve problems with new perspectives and approaches. The use of interdisciplinary AR technology in science education offers significant advantages. It can overcome the limitations of traditional education by breaking down space and time constraints, integrating the real and virtual worlds, and promoting cross-disciplinary knowledge interaction (Zhu Ke et al., 2019). AR technology allows students to explore complex scientific concepts, such as biological structures, chemical reactions, and astronomical and geographical phenomena, in a safe and immersive environment. Interdisciplinary AR applications can stimulate students’ innovative thinking, encourage active knowledge construction in a diversified information environment, and improve problem-solving and critical thinking skills. This promotes science education as a whole towards more interactive, dynamic, and three-dimensional development (Xiao, 2013).
However, while AR technology has demonstrated significant advantages in science education, there are still many unanswered questions and much exploration to be undertaken on the way to achieving interdisciplinary integration. Integrating the core knowledge systems of different disciplines with AR technology to create teaching resources that reflect the integrity of science and consider interconnections between disciplines is a challenging task. Furthermore, customizing teaching strategies and evaluation standards for AR technology based on the unique characteristics of different disciplines is a task that requires collaboration between educational researchers and practitioners. Simultaneously, there are several technical challenges that must be addressed to ensure the widespread adoption and ongoing advancement of AR technology in interdisciplinary science education.
What types of AR technologies are used in science education in China?
Principles for classifying AR technologies include consideration of various factors related to the technology itself and its potential capabilities, including aspects such as hardware and devices, tracking technologies, ways of interacting, display technologies, application areas, and the user’s experience and immersion. AR can superimpose computer-generated information on real-world views, amplifying human perception and cognition in new and extraordinary ways. There are different types of technologies in which AR can be applied, each pursuing different objectives or applications, such as those mentioned below: marker-based AR; AR not based on markers; AR based on projections; AR based on overlaps (Arena et al., 2022). In China’s science education, In China’s science education, AR technology is mainly used in the following aspects, as shown in the following Table 2.
Table 2. Types of technologies used in augmented reality
Technology type | Main application | |
|---|---|---|
1 | Marker-based AR | 1. ‘The Book of the Future’ |
2. AR chemistry software that allows students to see the formation of water molecules simultaneously by scanning cards representing hydrogen and oxygen atoms. | ||
3. Another type of AR teaching aid for understanding the earth also utilized tag-based AR technology | ||
2 | Location-based AR | 1. Utilized emerging mobile AR technology to superimpose the virtual and the real in order to provide museum visitors. |
2. Happy Treasure Hunt, a mobile AR educational game. |
Marker-based AR
Marker-based AR, also referred to as image recognition AR, is a form of AR technology that utilizes specific visual markers or patterns to superimpose digital content onto the real world. The user needs to align the device with these markers, and the system captures an image of the marker through the camera and uses computer vision algorithms to resolve its position and orientation. Once the markers are recognised, the software superimposes the virtual object exactly where the markers are located. The advantages of this approach are high accuracy and low computational resource requirements, but the disadvantage is that there must be predefined markers in order for it to work. This approach involves a camera in a device, such as a smartphone or tablet, capturing the image of a marker. The marker can be a printed 2D bar code, such as a QR code, a unique pattern, or an object with a distinct shape and appearance. The AR software then processes the image data and uses algorithms to identify and track the position and orientation of the marker. Once the marker is recognized and tracked, the AR application overlays virtual content, such as 3D models, animations, videos, or text, onto the live video feed from the camera.
The Institute of Modern Education in Beijing Normal University has resolved significant technical challenges, including camera calibration, 3D modelling, scene modelling, virtual behaviour interaction design, and efficient transmission and processing of 3D data in AR. They have also developed several education-related cases, which have been integrated into a book titled ‘The Book of the Future’. The computer and camera work together to recognize the marks on the book, creating a virtual three-dimensional scene that integrates virtual and real elements. This results in a real three-dimensional interactive book (Cai et al., 2011). This immersive experience can make learning more engaging and exciting, increasing students’ interest and motivation in science disciplinary areas. Other than that, Su (Cai et al., 2018a, b) and his colleagues developed AR chemistry software that allows students to see the formation of water molecules simultaneously by scanning cards representing hydrogen and oxygen atoms. The software vividly presents the chemical reaction process in front of students, helps students better understand the nature of chemical reaction, brings students a more vivid and interesting chemistry learning experience, and promotes students’ understanding and mastery of chemical knowledge. There was also an AR-based projection lens imaging teaching aid designed for convex lens imaging experiments (Cai et al., 2018c), which used three different marker cards to simulate a candle, projection lens, and phosphor screen. When the camera captures the marker card, a 3D model of a convex lens and a parallel digital line for marking and doubling the focal length data are displayed on the screen. Place the candle marker card and screen marker card on either side of the convex mirror marker card, and the screen automatically renders the related image based on the distance between the candle and the convex mirror. If the distance between the candle and the convex mirror is adjusted, the image on the screen changes in real time according to the convex mirror imaging rules. Another type of AR teaching aid for understanding the earth (Tong & Hong, 2023) also utilized tag-based AR technology. This teaching software was designed using the development tool Unity3D. Students can use the AR geography teaching software to scan pictures in the textbook, and their mobile phone will display the AR model related to the textbook content, with interactive functions.
These marker-based AR applications can achieve good teaching results and meet the needs of China’s science education for AR technology, which has great potential and value in science education (Qian, 2021). By integrating AR technology with science education, it creates a more lively, interactive and immersive learning environment for students, thereby increasing their interest and motivation in learning. Tag-based AR technology can identify and track existing markers to achieve the superposition of virtual information, and can expand the content and scope of virtual scenes by adding different markers. And all you need is a phone with a camera. This makes the technology more flexible and portable, which is convenient for teachers to experience anytime and anywhere.
Location-based AR
Location-based AR utilizes a device’s GPS, compass, and other location sensors to superimpose digital content onto the real world based on a user’s physical location. This type of AR does not require specific visual markers, but rather displays relevant information or virtual objects based on the user’s actual geographic location. For example, in outdoor environments, it can be used to provide navigational guidance, information about historical attractions, etc. Although location-based AR offers a wider range of interaction possibilities, it is more dependent on the environment, especially in indoor environments where it may encounter unstable signals and may not have the same positioning accuracy as marker-based AR.
Mobile AR is the most commonly used technology in this field. It involves augmenting computer-generated virtual information into a real scene and can be implemented on mobile smart end devices. It uses three-dimensional imaging technology and visual tracking algorithms to overlay virtual information onto the real world. This allows users to see a combination of the virtual and real worlds, providing more information in a realistic way. Museums have become a natural location for science education in this context. Wang (2020) utilized emerging mobile AR technology to superimpose the virtual and the real in order to provide museum visitors with a real experience at different levels, breaking through the limitations of space and enabling visitors to acquire a richer knowledge.
Mobile AR technology enhances students’ scientific exploration skills and improves their scientific literacy by providing a realistic and interactive natural science environment. Virtual images of learning materials appear in front of them, facilitating their understanding of scientific concepts (Yan & Lei, 2021). Happy Treasure Hunt (Chen & Cao, 2015), a mobile AR educational game, played an important role in science education. The game combined two types of AR, location-based and image-based, with participants working together using multiple handheld terminals to complete an outdoor ‘treasure hunt’ by completing tasks, answering knowledge questions, communicating and collaborating. The app demonstrated that the Happy Treasure Hunt game combines the virtual and the real, is highly interactive, has a strong sense of presence and immersion, and is able to complete different types of learning tasks. This technology is also applied to chemistry teaching, and an organic chemistry teaching aid platform has been developed, which is used for flipped classroom teaching of organic chemistry in colleges and universities. The system can be used in combination with textbooks, including a mobile client for students to observe composite molecules in AR mode and browse various teaching resources, and a PC client for teachers to edit the textbook knowledge system, upload models and multimedia resources. The application of this system in flipped classroom teaching of aromatic hydrocarbon chemistry plays a positive role in improving students’ learning interest, and achieves a good teaching effect in flipped classroom teaching (Li et al., 2022).
The literature review reveals that science education in China primarily employs two technologies: marker-based AR and location-based AR, which is based on mobile AR technology. Marker-based AR technology recognizes specific markers in images or text to enable AR, while location-based AR technology achieves the AR effect by identifying the user’s location information. Cheng and Tsai (2013) conducted a study on the similarities and differences between these two types of AR and their role in supporting students in all aspects of science learning. The study found that marker-based AR, typically used for presenting 3D models, is more effective in improving students’ spatial skills and conceptual understanding. On the other hand, location-based AR, commonly used outdoors, can support inquiry-based science learning activities. Therefore, science teachers should present knowledge using different AR technologies based on the content being taught.
What are the advantages of using AR in science education in China?
AR technology is transforming traditional teaching methods in the field of science education. It integrates virtual information into the real world, making it a powerful tool for educators. Static teaching materials and limited experimental conditions often restrict traditional science education, which can limit the depth and breadth of students’ learning. The introduction of AR technology overcomes these limitations and provides students with a vivid and interactive learning environment. AR technology not only stimulates students’ interest in learning and improves their participation but also helps them understand complex concepts more intuitively, cultivating their spirit of inquiry and practical ability (Han & Luo, 2024)
According to a study by Al-Salami (2022), AR has several advantages in the field of education. These include providing age-appropriate learning environments and a variety of methods to motivate learners to discover information on their own. Improving learners’ comprehension of educational material and enhancing their ability to retain information for extended periods, while also fostering creativity and imagination. Additionally, increasing learners’ motivation to learn and their sense of satisfaction and enjoyment. Furthermore, the question of whether AR can be used in education can be answered positively (Zhu et al., 2023). This technology has the potential to make lessons more engaging, captivating, and comprehensible. AR can also bring static books and textbooks to life, allowing individuals to experience the feeling of walking through a jungle or participating in historical events.
In 2012, researchers conducted a study to examine the teaching benefits of AR instructional media based on the ‘tower of experience’ theory (Zhang et al., 2012). The researchers conducted comparative analysis and empirical research on AR teaching media and other common teaching media. They found that AR teaching can help learners acquire and understand the display science structure and scientific process knowledge content knowledge of related knowledge better, resulting in better cognitive effects.
Researchers discussed the advantages of AR technology in meteorological science education as an example, believing that the traditional meteorological science promotion methods have limitations such as the concentration of science popularization time, the limitation of science popularization places, the high cost of science popularization museum construction and operation, and the slow update of science popularization equipment (Wang et al., 2021). These limitations may hinder the popularization of traditional meteorological science and discourage public enthusiasm for active participation, learning, and exploration. The promotion of weather science using AR technology aims to provide users with new experiences by combining virtual and real elements, enabling real-time interaction, and presenting three-dimensional models.
The researcher elaborated the advantages of AR technology application from four aspects based on the in-depth study of AR technology (Xie, 2020), pointing out that teachers can use AR technology to achieve visual and spatial changes, enhance students’ imagination, and realize the advantages of linking the microcosm and the real world. It enables students to obtain sensory experience beyond reality, stimulates students’ initiative, and increases the practicability and sense of reality of the learning process. Research has shown that AR is a useful tool to support inquiry-based learning (Zhou et al., 2024). AR has the potential to enhance cognitive learning outcomes both indoors and outdoors, positively influencing motivation and mood. Therefore, it has great potential for use in science education in China to provide students with a new way of learning as well as an intuitive and vivid inquiry environment that enables them to understand complex scientific concepts through personal experience and helps them learn science better.
What are the challenges of using AR in science education in China?
The use of AR technology in science education has proven advantageous in China. It increases student interest, promotes in-depth learning, enables contextualized teaching, and overcomes traditional education’s time and space constraints. However, some limitations and shortcomings have been revealed that cannot be ignored.
For instance, certain schools may be unable to implement high-quality AR devices and content due to insufficient funding and technical support. Additionally, some teachers may lack the necessary understanding and confidence in this new technology to integrate it into their teaching effectively (Wang et al., 2017). Furthermore, some students may have disregarded traditional learning methods due to their excessive reliance on AR technology. Assessing students’ learning outcomes and benefits remains a challenge. To avoid regressing to traditional teaching methods, corresponding evaluation standards and methods must be formulated. It is important to pay attention to the actual learning effect of students to evaluate the practical application of AR technology in science teaching (Cai, 2023). Furthermore, the integration of AR technology with traditional teaching methods is necessary. While AR technology can offer novel learning experiences, it cannot entirely substitute traditional teaching methods. Thus, the effective combination of AR technology with traditional teaching methods is a challenge to be resolved.
Regarding the technical characteristics of AR, it is worth noting that most of the current head-mounted display devices have a narrow line of sight, low resolution (often not exceeding 4K), and a low refresh rate. Prolonged use of such devices may lead to health problems such as vertigo, fatigue, and nausea, which cannot be ignored (Wang & Zhang, 2017). Simultaneously, the virtual learning environment can facilitate hazardous activities that are impractical to perform in the physical world. Consequently, learners may encounter issues such as diminished safety awareness, weakened sense of identity, or a lack thereof (Su, 2018).
The challenges of AR technology in science education in China are summarized based on the literature review above. Although AR technology has great potential, its development is still in the initial stage and requires improvement in terms of hardware and software limitations, such as device performance, accuracy, and stability. Additionally, user experience is a crucial aspect of AR technology due to its interaction with the real world. Attention should be paid to ensuring user comfort, providing useful information, and avoiding interference with the real world. AR technology not only brings new possibilities to education but also poses some challenges, particularly in terms of data privacy and security (Xu et al., 2022). AR technology requires the collection and processing of vast amounts of data, which raises concerns about data privacy and security. As the application of AR technology in education becomes increasingly widespread, protecting the data privacy of students and teachers and ensuring system security have become important issues.
Discussion
This review reveals the application of AR technology in science teaching in China. It provides the latest analysis that reveals the science education disciplinary areas and related technology scenarios where AR technology has been applied, the types of devices being used, as well as the advantages and challenges. In these results, AR technology has been applied to many subjects in science education in China, and the subject fields involved have diversified characteristics. This feature will help to improve students’ learning effect and skill level, and provide strong support for the development of science education in China.
Although AR technology has brought unprecedented opportunities to science education in China, there are still several pressing issues and challenges in its widespread application. These problems include the underutilization of AR applications capable of displaying multidisciplinary content or teaching multiple subjects simultaneously; the significant shift in skills required for teachers in an information-based teaching environment; and the relative scarcity and uneven distribution of high-quality AR course resources. This article aims to provide an in-depth analysis of the aforementioned issues and explore potential strategies to address these challenges, offering reference suggestions for the further development of AR technology in the field of science education in China.
The multi-disciplinary application of AR technology in science education in China is insufficient
The first issue is that science education in China has not yet made sufficient use of AR applications that can present multidisciplinary content, or AR technologies that can teach multiple disciplines simultaneously. In China, science and technology education innovation has always been a focal point in the field of education. As stated in the Opinions on the Implementation of the Excellence Teacher Training Program 2.0, AR technology has also been developed under the guidance of government policy. Currently, science education in China has not fully utilized AR technology to present multi-disciplinary scientific knowledge and teach multi-disciplinary content. It is crucial to create AR applications that can present multidisciplinary content effectively. Developing interdisciplinary integrated AR applications requires considering the connections and interactions between different disciplines. The ultimate aim is to enhance students’ learning and understanding of interdisciplinary scientific knowledge. Researchers must delve into the content of the different disciplines they wish to integrate. They should aim to understand the core concepts, theories, and practices of each discipline, explore the connections and possible intersections between them, and consider how these can be represented through AR. A high-quality AR application for science education should integrate scientific knowledge from various disciplines to promote the learning and understanding of interdisciplinary scientific concepts. It should collaborate closely with teachers or experts from different fields to ensure that the application covers multiple areas of scientific knowledge.
In addition to the lack of integration between disciplines, another problem is the inflexibility of teaching content. Some AR teaching systems have a major shortcoming due to the fixed nature of the teaching content and presentation sequence. The system’s preset course structure is often inflexible, which prevents teachers from customizing lessons to meet individual students’ needs, cognitive levels, and learning progress (Zhong et al., 2020). This limitation restricts the possibility of teaching according to students’ aptitude and does not facilitate true personalized teaching. Furthermore, this rigid teaching process may impede the ethos of active participation and exploration among students, which contradicts the education concept of student-centred teaching. Therefore, one urgent problem that needs to be solved is how to integrate flexible and interactive elements into the application of AR technology. This will enable teachers to intervene and provide guidance at the right time and place, ensuring that each student can learn effectively at their own pace and in their own way. Bergig et al. suggest strengthening the openness of the software platform and the use of licensing tools to address the issue (Bergig et al., 2009). They also propose enhancing personalization by empowering teachers and students to modify and create their own AR creations on the platform to meet the needs of different students.
Teachers’ ability to change needs
The second issue to consider is the major shift in the competence required of teachers in the process of informatisation of science education in China. That is, there has been a major shift in the competence requirements of teachers through the gradual introduction and use of information technology to support the teaching of subjects. The shift is a way from a sole reliance on traditional teaching skills and towards the ability to teach and innovate in a way that is highly integrated with information technology and subject-specific expertise. This implies that teachers must possess not only a robust theoretical foundation but also proficiency in a variety of digital tools and AR technologies in order to design and practice instruction in an information-based environment.
AR and other information-based teaching technologies provide support and a new perspective for teachers’ teaching methods. They are important tools for enhancing the quality and efficiency of education. However, it is important to acknowledge that they also represent a challenge for teachers who need to move beyond traditional teaching to modern teaching methods. In this transformation process, teachers must adapt to changes in the teaching environment brought about by new technology. They must also learn to integrate AR technology with curriculum content in depth, creating vivid, graphic, three-dimensional teaching situations that stimulate students’ enthusiasm for active learning and desire for knowledge. At the same time, teachers must continually update the concept of education and reposition the relationship between ‘teaching’ and ‘learning’. They should shift from a dominant role to that of a guide and collaborator, and implement a variety of teaching strategies, such as project-based learning, case studies, and simulation experiments, using AR technology to help students construct a knowledge system and exercise critical thinking and innovation abilities. In this way, we can fully utilize information-based teaching methods, such as AR technology, to effectively enhance the teaching of science education and cultivate high-quality talents that meet the requirements of the new era. However, the application of AR technology in teacher education still faces many challenges. Teachers’ information technology literacy and application ability are the key factors affecting the popularization of AR technology. Some teachers’ knowledge and application ability of information technology are not enough to support their effective use of AR technology in teaching. Secondly, the hardware and software facilities of AR technology are the bottleneck restricting its development. Although China has made some achievements in the research and application of AR technology in recent years, there is still a certain gap compared with other developed countries. In order to promote the popularization and application of AR technology in teacher education, China needs to increase investment, improve related hardware and software facilities, and provide better technical support for teachers.
High-quality AR education resources are scarce and unevenly distributed
The third problem is the relative scarcity of resources for high-quality AR programmes and their uneven distribution. High-quality AR curriculum resources can enrich teaching content, optimize the teaching process, and fully explore the educational potential of AR technology. Therefore, the creation of high-quality AR curriculum resources that are diverse and aligned with the syllabus is crucial for teachers’ professional development and capacity building. It is also a necessary prerequisite for the successful implementation of AR technology to achieve reform and innovation in science education for students of all ages. To carry out practical scientific inquiry activities using AR technology, teachers must be able to transform abstract scientific concepts into visual and interactive virtual reality scenarios. This allows students to engage in hands-on practice, gain intuitive perception, and develop a deeper understanding of scientific principles in an environment where reality is blended with virtual reality. This requires increased support for the development of AR curriculum resources, including the provision of necessary technical training, encouragement of collaborative teacher teamwork in research and development, and the establishment of a reliable resource-sharing platform. At the same time, to ensure the universality and practicality of AR curriculum resources, it is important to consider their ease of use and scalability. This will enable the resources to meet the needs of schools in different regions and at different levels, and allow for timely updates. By continuously accumulating and optimizing AR curriculum resources, we can gradually solve this important problem in science education. This will allow AR technology to play its due role and value in the field of science education in China.
The reform of educational policies and teaching concepts is also of great significance in promoting the application of AR technology in teacher education. The ‘China Education Modernization 2035’ strategy in China outlines the direction for education modernization, with a focus on using AR technology to enhance teaching quality (CPC Central Committee, 2019). To achieve this goal, the Chinese Ministry of Education has implemented policy adjustments and reform measures to encourage schools at all levels and types to explore the integration and application of AR technology in science education in an effective way. The Ministry of Education is conducting research on the application of AR technology in teacher education. It aims to provide practical experience and reference for teachers by exploring the application model and evaluation effect of AR technology in teaching. Simultaneously, teachers should be encouraged and motivated to implement innovative teaching practices and explore the integration of AR technology in education. In conclusion, timely adjustments to education policies and innovative teaching concepts are crucial in promoting the widespread adoption of AR technology in teacher education. AR technology can only be effective in science education if the reform process is promoted, teachers’ IT literacy is improved, and their teaching concepts are updated. The state should continue to invest in and support AR technology to promote educational innovation and cultivate outstanding talents.
Limitations and future work
One limitation of this study is the absence of statistical methods for systematic analysis in literature processing. Although we collected and summarized a large amount of relevant literature on the application of AR technology in science education in China, the lack of statistical support prevents us from conducting an in-depth quantitative analysis of the collected data. Therefore, to further investigate the impact of AR technology on science education, it is recommended that subsequent studies employ more systematic and scientific methods, such as statistical analysis in literature review. This will help us to better understand the real effects and potential problems of AR technology in science education, and provide stronger evidence to support further research and practice. And it is lacking in the current study. A specific comparative analysis of the application effect of AR technology in different education stages and different types of science courses. This limits our overall understanding of the adaptability and effectiveness of AR technology. In addition, current research has not fully considered the impact of factors such as individual differences of students, teachers’ ability and acceptance on the implementation of AR technology.
In order to overcome the above limitations and further explore the potential of AR technology in the field of science education in China, future research can start from the following aspects: (1) Increase empirical research: Design and conduct more field trials to assess the effectiveness of AR technology in specific contexts by collecting first-hand data. (2) Interdisciplinary Cooperation: Close cooperation between education experts and information technology professionals is encouraged to jointly develop teaching resources suitable for China’s national conditions. (3) Pay attention to user feedback: Pay attention to the real feedback of teachers and students on the experience of using AR tools, so as to adjust and optimize strategies in time. (4) Consider the cost-benefit ratio: Explore the relationship between the investment required to introduce AR technology and the long-term benefits it can bring, to ensure the rational allocation of resources. By taking these measures, a solid foundation can be laid for promoting the wider and effective application of AR technology in the field of science education in China.
Conclusion
Through in-depth investigation and analysis of the application of AR technology in science education in China, this study draws the following conclusions:
First, in the field of science education, AR technology has played a central role in the innovation process of science education in China, but there are also problems such as the lack of interdisciplinary applications. AR technology offers unique three-dimensional visualization and real-time interactive properties that enhance the learning experience. AR technology has transformed abstract scientific concepts into dynamic model entities, enhancing the expressiveness and attractiveness of teaching materials. This deep reconstruction of traditional teaching modes has been successful in making scientific concepts more intuitive. Literature research indicates that the implementation of this teaching reform significantly enhances students’ cognitive acceptance of scientific knowledge, stimulates their intrinsic learning interest, and improves their cognitive understanding ability and learning efficiency. Therefore, the integration of AR technology in science education exhibits a strong educational potential and innovative value.
Secondly, the use of AR technology in science education has been shown to have a significant positive impact on students’ learning experience and results. The visual teaching strategy provided by AR technology has been found to enhance students’ understanding of complex scientific principles and improve their long-term memory retention. This visual teaching method has demonstrated significant advantages in optimizing the knowledge transfer process and improving the interaction of teaching links. This provides evidence that AR technology can effectively enhance the teaching efficiency and overall benefits of science education.
Thirdly, the application of augmented reality (AR) technology in China’s science education is mainly realized through two forms: marks-based AR technology and mobile-based AR technology. These two technologies have their own characteristics and have played an active role in teaching practice. The application of AR technology leads to individual changes in the development and allocation of science education resources, which initially meets the extensive and diverse learning needs of different groups of students, thus reflecting the fairness principle of modern education and the core concept of personalized education in practice. However, this process has also revealed a number of challenges that need to be addressed, including the high cost of investing in hardware facilities, inadequate training of teachers in technical knowledge, and the urgent need to optimize and improve course content design and evaluation mechanisms. The identification and analysis of these challenges provides important research directions and practical considerations for promoting deeper and broader applications of AR technology in future science education.
Fourthly, The development of curriculum resources based on AR technology can promote deep integration between science education and other disciplines. This integration enables students to think critically and comprehensively across disciplinary boundaries, enhancing their ability to solve complex real-world problems. It is important to maintain a clear and concise writing style, avoiding complex terminology and ornamental language. Therefore, the application and expansion of AR technology in the field of education has a significant and far-reaching impact on China’s future scientific research talent training strategy. This innovation not only improves the education model but also promotes a positive response and effective satisfaction of the education ecosystem to cross-disciplinary talent training needs at a macro level.
In summary, the application of AR technology in science education in China has yielded significant positive results. However, it also presents practical problems and challenges that cannot be ignored. This study is based on four questions and provides a solid evidence foundation and initial insight for exploring a new way to deeply integrate AR technology and science education. It lays the theoretical foundation and practical guidance for realizing the deep integration of educational technology and teaching content, thereby improving the overall quality and benefit of science education in China ‘s modernization transition.
Acknowledgements
Not applicable.
Author contributions
SZ and ZY conducted the investigation, analyzed and interpreted of the manuscript. All authors read and approved the final manuscript.
Funding
This research received no external funding.
Data availability
Not applicable.
Declarations
Competing interests
The authors declare that they have no competing interests.
Publisher’s Note
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