Bridging Promise and Practice: The Impact of Merge Cube Augmented Reality on Geodynamics Learning and Teacher Readiness in Moroccan Secondary Schools

This study investigates the pedagogical impact of augmented reality (AR) on the teaching of internal geodynamics in Moroccan secondary schools, using the Merge Cube as an instructional tool. Employing a mixed-methods, quasi-experimental design, the research comprised a survey of 90 LES teachers to assess perceptions and barriers, and an intervention with 70 students divided into control and experimental groups. The experimental group received AR-enhanced instruction via interactive 3D models of Earth’s structure and seismic activity. Quantitative analysis revealed that the AR group achieved significantly higher post-test scores (M = 12.05, SD = 4.28) than the control group (M = 8.95, SD = 3.82), t(68) = 3.21, p = .002. Survey data indicated strong student engagement, with 94% finding the session enjoyable and 37% reusing the tool at home. In contrast, teacher responses highlighted critical barriers to adoption, including lack of training and resources. The findings demonstrate that low-cost AR tools can significantly enhance conceptual understanding and engagement in geoscience. However, successful integration requires systemic support for teachers. This study contributes to research on immersive learning and offers practical, scalable recommendations for educational reform in resource-constrained contexts.