Comparing augmented and virtual reality modalities for learning about marine conservation in an undergraduate geography course

Extended reality (XR) technologies like augmented reality (AR) and virtual reality (VR) have the potential to be effective classroom tools in geography courses, where students are routinely required to visualize and interpret spatially complex relationships. However, little is understood about how XR technologies differ in their impact on students’ learning achievement in both individual and systematic ways. In this study, we used a pretest-posttest design to compare differences in learning outcomes among three different gamified XR technologies (monoscopic AR, stereoscopic AR, and VR) and a traditional reading worksheet in an undergraduate geography classroom activity about marine conservation. We also tested whether learning outcomes were moderated by gender identity or recreational gaming habits. We found that students who used any type of XR learned more than students who used a traditional reading worksheet. Furthermore, we found that students who utilized VR had the highest post-test scores across all groups, and students who utilized stereoscopic AR had greater learning improvement compared to those who used monoscopic AR. However, we found no significant gender effects on learning achievement, nor significant relationships with recreational gaming habits. These findings suggest that XR technologies, particularly stereoscopic AR and VR, may be well suited for supporting spatial learning objectives in undergraduate geographic instruction.