The impact of augmented reality on biodiversity learning : an experimental study
Abstract
Learning about biodiversity—both conceptually and in practice—is key to fostering pro-environmental behaviors, yet it is difficult to teach because it spans multiple disciplines and meanings. Augmented reality (AR) can enhance engagement, motivation, and learning, while outdoor experiences are known to strengthen environmental affects. We therefore examined whether location-based AR is more effective than a non-digital resource for biodiversity learning within an analogical-reasoning teaching sequence. In a crossover experiment, 169 French-speaking Swiss pupils (aged 12-17) explored two nature areas containing differentiated content. Each pupil used AR in one area and a paper-based resource in the other; footsteps were measured with pedometers, and pupils completed multiple-choice questionnaires and psychometric scales. Relative to the nondigital condition, location-based AR led to higher theoretical knowledge scores and greater nature exploration (footsteps). However, we observed no significant differences in environmental affects. These findings contribute empirical evidence on AR for biodiversity education that can help educators develop learning activities that meet their pedagogical goals: location-based AR can bolster knowledge and exploration, yet -under the present design -it may not translate into broad affective change. We discuss implications for aligning AR design with motivational scaffolds and nature connectedness goals.
Related
- Separating Faces in ARMS Metabarcoding Improves Marine Biodiversity Monitoring: A Comparison Across Protocols, Experimental Designs and Photographic Surveys
- Environmental Impact Assessment Under the Biodiversity Beyond National Jurisdiction Agreement and the Equivalence Exception
- Cutting-edge trends in drought prediction and mitigation using ensemble learning and augmented XAI: a meteorological study
- Integrated experimental and machine learning-driven multi-objective optimization for phenol removal via silica aerogel/ZSM-5 nanocomposite: Isotherm and kinetic analysis, thermodynamic insights and pareto-based process design
- Data-driven machine learning modeling reveals the impact of micro/nanoplastics on microalgae and their key underlying mechanisms
BibTeX
@article{mercier2026impact,
title = {{The impact of augmented reality on biodiversity learning : an experimental study}},
author = {Julien Mercier and Laura Leon Perez and Catherine Audrin and Erwan Bocher and Olivier Ertz and Emmanuel Sander},
journal = {Computers in Human Behavior Reports},
year = {2026},
month = sep,
doi = {10.1016/j.chbr.2025.100801},
url = {https://hal.science/hal-05741975v1},
note = {CC BY-NC-ND 4.0},
}
RIS
TY - JOUR
TI - The impact of augmented reality on biodiversity learning : an experimental study
AU - Julien Mercier
AU - Laura Leon Perez
AU - Catherine Audrin
AU - Erwan Bocher
AU - Olivier Ertz
AU - Emmanuel Sander
PY - 2026
DA - 2026/09/08
JO - Computers in Human Behavior Reports
DO - 10.1016/j.chbr.2025.100801
UR - https://hal.science/hal-05741975v1
AB - Learning about biodiversity—both conceptually and in practice—is key to fostering pro-environmental behaviors, yet it is difficult to teach because it spans multiple disciplines and meanings. Augmented reality (AR) can enhance engagement, motivation, and learning, while outdoor experiences are known to strengthen environmental affects. We therefore examined whether location-based AR is more effective than a non-digital resource for biodiversity learning within an analogical-reasoning teaching sequence. In a crossover experiment, 169 French-speaking Swiss pupils (aged 12-17) explored two nature areas containing differentiated content. Each pupil used AR in one area and a paper-based resource in the other; footsteps were measured with pedometers, and pupils completed multiple-choice questionnaires and psychometric scales. Relative to the nondigital condition, location-based AR led to higher theoretical knowledge scores and greater nature exploration (footsteps). However, we observed no significant differences in environmental affects. These findings contribute empirical evidence on AR for biodiversity education that can help educators develop learning activities that meet their pedagogical goals: location-based AR can bolster knowledge and exploration, yet -under the present design -it may not translate into broad affective change. We discuss implications for aligning AR design with motivational scaffolds and nature connectedness goals.
SN - 2451-9588
ER -