Examining the effects of augmented reality in teaching and learning environments that have spatial frameworks

Information presented in this experimental study highlights the benefits of using computer-based augmented reality (AR) in teaching instructional content in STEM courses. Spatial ability and spatial self-efficacy scores were collected from a random sample of undergraduate and graduate students who participated in the study. Students were required to complete an instructional tutorial on DNA molecules which included basic information about DNA molecules and presented 3-dimensional models of molecules described in the tutorial. Students completed a comprehensive test at the end of the tutorial and then completed a feedback questionnaire. Results from the questionnaire are presented and reveal several salient findings about the students' perceptions of the instructional AR tutorial on DNA molecules. The results also showed a significant relationship between spatial ability and media use on student’s memory recall. It may be concluded that AR visualization had a compensating impact on students with low spatial ability.