Abstract

In the present study attempts are made to investigate the effect of interactive AR-based education on biology education. The study is actually conducted using a quasi-experimental pre-test-post-test design in which both control and experimental groups are subjected to retention test. A sample of 54 students of Shahed school selected from the population (11th grade female students of experimental sciences in Pakdasht city), were randomly assigned to control and experimental groups. The control the experimental groups was trained traditionally and using the AR technology respectivelly. Research questionnaires include Kolb'd Learning Style Inventory (LSI) and researcher-made learning-retention evaluation questionnaire. In control and experimental groups, the difference between pre-test and post-test scores was significant and the higher mean score of the experimental group distinguished it as the better learning group; However, the non-significance of the difference between posttest and retention test scores indicated acceptable retention in both groups. In addition, a lower drop in the score of the experimental group confirmed the consolidation of learnings in this group. Analysis of Learning Styles Questionnaire also confirmed the effectiveness of the educational method. The results obtained from the researcher-made questionnaire also showed embracement of this method by students.