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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
Language: English
Authors: Qi-Fan Yang (ORCID 0000-0003-1791-985X), Yan Xiao, Yi-Ting Lin, Jia-Hua Zhao (ORCID 0000-0002-3287-4015)
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
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Qi-Fan+Yang%22">Qi-Fan Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1791-985X">0000-0003-1791-985X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yan+Xiao%22">Yan Xiao</searchLink><br /><searchLink fieldCode="AR" term="%22Yi-Ting+Lin%22">Yi-Ting Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Jia-Hua+Zhao%22">Jia-Hua Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3287-4015">0000-0002-3287-4015</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(2).
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  Data: 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
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  Data: Y
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  Data: 17
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Synthesis%22">Synthesis</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink>
– Name: DOI
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  Data: 10.1002/jcal.70229
– Name: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Label: Accession Number
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  Data: EJ1500532
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        Value: 10.1002/jcal.70229
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      – Text: English
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        PageCount: 17
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Science Education
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      – SubjectFull: Synthesis
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Problem Solving
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Educational Technology
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      – TitleFull: 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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