Abstract
Abstract spatial and temporal scales inherent to Earth science education frequently hinder middle school students from constructing accurate mental models of dynamic geological phenomena. This quasi-experimental study investigated the instructional efficacy of an Augmented Reality-Enhanced Science Laboratory (AR-SL) compared to traditional physical modeling laboratories in fostering conceptual understanding and multidimensional student engagement. A sample of 148 eighth-grade students across six intact science classes participated in a four-week instructional unit focused on plate tectonics, mantle convection, and seismic events. The experimental group (n = 76) engaged with interactive 3D augmented reality models overlaid onto tabletop geological apparatuses, while the control group (n = 72) completed structurally identical inquiries using standard tactile manipulatives and two-dimensional diagrams. Analysis of covariance (ANCOVA) on post-test conceptual knowledge scores, controlling for pre-test performance and spatial ability, revealed that students in the AR-SL condition achieved significantly higher conceptual mastery (F(1, 145) = 24.18, p < .001, partial η² = .143) with pronounced advantages in cross-sectional spatial reasoning. Furthermore, multivariate analysis of variance (MANOVA) indicated statistically significant improvements in behavioral, emotional, and cognitive engagement among experimental participants. These findings suggest that augmented reality bridges macro-scale spatio-temporal gaps by offloading cognitive demands, thereby providing immersive scaffolding that promotes sustained inquiry and deeper conceptual integration in secondary science curricula.
