| dc.description.abstract | With the advancement of augmented reality (AR) technology, its application in science education has become increasingly widespread, particularly in enhancing the understanding of abstract scientific concepts such as electricity, optics, and electromagnetism. Previous research has shown that AR learning environments can improve students′ learning outcomes, intrinsic motivation, and self-efficacy while reducing extraneous cognitive load. This study aims to explore the effectiveness of a learning environment combining a highly immersive AR headset (HoloLens 2) with physical optical instruments on students′ understanding of the scientific topic ＂Refraction of Light—Imaging with Convex Lenses.＂ The participants were 58 first-year middle school students divided into an AR experimental group (26 students) and a physical optical instrument control group (32 students), working in pairs. The study collected data through optical concept worksheets, pre-and post-tests on optical concepts, cognitive load questionnaires, and pre-and post-tests on learning motivation. It analyzed the effects of the AR environment on learning outcomes, intrinsic cognitive load, extraneous cognitive load, germane cognitive load, and components of learning motivation, including intrinsic motivation and self-efficacy. Additionally, the study involved video and audio analyses of students′ collaborative scientific inquiry processes in the AR environment. The results showed that the experimental group significantly outperformed the control group in overall learning outcomes, especially in transfer learning. The intrinsic cognitive load was significantly lower in the experimental group compared to the control group. At the same time, there were no significant differences in intrinsic motivation and self-efficacy between the two groups. Furthermore, video analysis revealed that the AR environment facilitated the construction of scientific concepts and promoted collaborative learning, though the level of discussion varied among individuals, and there were limitations due to information asynchrony. Finally, the study provides suggestions for future system functionality improvements and experimental activity design. Overall, this study establishes a prototype of an AR science experiment environment that supports middle school students in learning abstract scientific concepts, helping them construct scientific understanding through observation, collaboration, and fostering their scientific inquiry skills. | en_US |