Investigating the Effects of the AR System in Blended Learning Mode through the 5E Learning Cycle on Elementary School Students' Science Learning Effects
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| Title: | Investigating the Effects of the AR System in Blended Learning Mode through the 5E Learning Cycle on Elementary School Students' Science Learning Effects |
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| Language: | English |
| Authors: | Qi-Fan Yang (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Elementary School Students, Grade 5, Science Education, Blended Learning, Computer Simulation, Simulated Environment, Physical Environment, Synthesis, Thinking Skills, Problem Solving, Computer Uses in Education, Educational Technology, Inquiry |
| DOI: | 10.1002/jcal.70229 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Augmented reality (AR) enables students to explore otherwise inaccessible scientific phenomena, offering enhanced learning experiences and outcomes in science education. However, AR-based instruction often lacks structured teacher guidance, which may limit the development of higher order cognitive skills. Blended learning (BL) can address this limitation by combining technology-driven exploration with teacher-student interaction. Yet, the absence of explicit learning strategies frequently hinders the effectiveness of BL approaches. Objectives: This study aimed to develop and evaluate a blended learning model that integrates AR systems and is grounded in the 5E Learning Cycle Model (5ELCM) to support deeper cognitive engagement in elementary science education. Methods: A quasi-experimental design was employed involving 104 fifth-grade students assigned to one of three conditions--BL-AR with 5ELCM, conventional AR learning, or traditional lecture-based instruction. The intervention was guided by the 5ELCM to scaffold the learning process through structured phases: Engage, Explore, Explain, Elaborate and Evaluate. Results and Conclusions: Findings revealed that students in the BL-AR group demonstrated significantly greater gains in biological knowledge, problem-solving ability and meta-cognitive tendencies compared to those in the other two groups. The integration of AR within a structured BL framework grounded in 5ELCM shows promise for promoting deeper learning and higher order thinking in elementary science classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500532 |
| Database: | ERIC |
| Abstract: | Background: Augmented reality (AR) enables students to explore otherwise inaccessible scientific phenomena, offering enhanced learning experiences and outcomes in science education. However, AR-based instruction often lacks structured teacher guidance, which may limit the development of higher order cognitive skills. Blended learning (BL) can address this limitation by combining technology-driven exploration with teacher-student interaction. Yet, the absence of explicit learning strategies frequently hinders the effectiveness of BL approaches. Objectives: This study aimed to develop and evaluate a blended learning model that integrates AR systems and is grounded in the 5E Learning Cycle Model (5ELCM) to support deeper cognitive engagement in elementary science education. Methods: A quasi-experimental design was employed involving 104 fifth-grade students assigned to one of three conditions--BL-AR with 5ELCM, conventional AR learning, or traditional lecture-based instruction. The intervention was guided by the 5ELCM to scaffold the learning process through structured phases: Engage, Explore, Explain, Elaborate and Evaluate. Results and Conclusions: Findings revealed that students in the BL-AR group demonstrated significantly greater gains in biological knowledge, problem-solving ability and meta-cognitive tendencies compared to those in the other two groups. The integration of AR within a structured BL framework grounded in 5ELCM shows promise for promoting deeper learning and higher order thinking in elementary science classrooms. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70229 |
