Using augmented reality to make the invisible visible and promote socially mediated learning in STEM classrooms

This study describes the conceptualization, design, implementation, and refinement of socially-mediated augmented reality (SoAR) modules that incorporate collaborative, socially-mediated learning into a shared augmented reality (AR) environment. The content of the modules is designed to help students explore and understand foundational concepts in biology and chemistry. Building on constructivist learning theory and social learning frameworks, the project integrates interactive 3D visualization of molecular-scale processes with real-time, user-driven control and graphical feedback about simulated molecular motion. The authors employed a design-based research (DBR) approach to create networked head-mounted AR modules that scaffold students’ development of explanatory models of water structure, polar covalent bonding, hydrogen bonding networks, Brownian motion, and diffusion. Lessons emerging from this work incorporated specific design principles for promoting social engagement in digital learning environments. The central aims were to (a) enhance factual understanding, (b) promote the use of expert language, (c) increase the use of 3D conceptualizations in explanations, and (d) improve quantitative fluency related to molecular-scale processes. This manuscript documents the theoretical foundation, design rationale, instructional support, and iterative refinement across multiple cycles of design and deployment. The authors provide insights for others seeking to develop similar approaches, and they consider how socially mediated AR can enable novel ways to explore previously inaccessible molecular phenomena, extend active-learning practices, and inform future technology-enabled science education research.