Evaluating the efficacy of augmented reality-supported “Life-integrated holistic science learning” (LiHSL) on conceptual development

This longitudinal research examines the long-term impact of the Augmented Reality (AR)-supported “Life-Integrated Holistic Science Learning” (LIHSL) model on students’ conceptual development. Data collected over 18 months from 1,248 seventh-grade students in the United Kingdom, Türkiye, and Finland were analysed using Latent Growth Curve Modelling (LGCM). The findings revealed a sustained and linear conceptual growth trajectory, challenging the “novelty effect” prevalent in the literature. The longitudinal analysis suggests that AR technology may function as a compensatory cognitive tool, potentially mediating the developmental pace of students with lower baseline spatial abilities, and that digital literacy significantly accelerates conceptual growth. Consequently, the LIHSL model was supported as a sustainable constructivist scaffold that bridges ontological disconnections in science education. It is recommended that educational policymakers reconsider strictly isolated curriculum units and explore evidence-based transitions to AR-integrated, holistic learning modules that have the potential to foster more equitable cognitive opportunities for students with varying spatial aptitudes.