Investigating the Effects of the <scp>AR</scp> System in Blended Learning Mode Through the <scp>5E</scp> Learning Cycle on Elementary School Students' Science Learning Effects

ABSTRACT Background Augmented reality (AR) enables students to explore otherwise inaccessible scientific phenomena, offering enhanced learning experiences and outcomes in science education. However, AR‐based instruction often lacks structured teacher guidance, which may limit the development of higher order cognitive skills. Blended learning (BL) can address this limitation by combining technology‐driven exploration with teacher–student interaction. Yet, the absence of explicit learning strategies frequently hinders the effectiveness of BL approaches. Objectives This study aimed to develop and evaluate a blended learning model that integrates AR systems and is grounded in the 5E Learning Cycle Model (5ELCM) to support deeper cognitive engagement in elementary science education. Methods A quasi‐experimental design was employed involving 104 fifth‐grade students assigned to one of three conditions: BL‐AR with 5ELCM, conventional AR learning, or traditional lecture‐based instruction. The intervention was guided by the 5ELCM to scaffold the learning process through structured phases: Engage, Explore, Explain, Elaborate and Evaluate. Results and Conclusions Findings revealed that students in the BL‐AR group demonstrated significantly greater gains in biological knowledge, problem‐solving ability and meta‐cognitive tendencies compared to those in the other two groups. The integration of AR within a structured BL framework grounded in 5ELCM shows promise for promoting deeper learning and higher order thinking in elementary science classrooms.