Effects of Integration of Augmented Reality Into Water Resources Education on Taiwanese Sixth Graders’ Water and Vocabulary Knowledge

Abstract The study investigated the effects of the integration of augmented reality (AR) into water resources education on 23 Taiwanese sixth graders’ water and vocabulary knowledge. Based on the descriptive analysis of quantitative data (pre- and posttests on water and vocabulary knowledge) and thematic analysis of qualitative data (interviews, observations, and teaching reflection notes), the study reached the following conclusion. First, the provision of a contextualised scenario through AR helped the students acquire water-resources knowledge. Secondly, the interaction between the user and AR assisted the students in comprehending abstract concepts. Thirdly, 3D virtual objects enhanced the students’ meaningful learning. Moreover, AR video helped the students improve the retention of word meanings.