The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental Design
This study investigates the effectiveness of using augmented reality (AR), combined with guided inquiry and the Pecha Kucha technique, on students’ academic outcomes when learning meiosis. The main objective was to analyse whether this combination presents significant differences in the academic per...
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MDPI AG
2024-09-01
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| author | António Faria Guilhermina Lobato Miranda |
| author_facet | António Faria Guilhermina Lobato Miranda |
| author_sort | António Faria |
| collection | DOAJ |
| description | This study investigates the effectiveness of using augmented reality (AR), combined with guided inquiry and the Pecha Kucha technique, on students’ academic outcomes when learning meiosis. The main objective was to analyse whether this combination presents significant differences in the academic performance of students in the experimental group (EG) compared to the control group (CG), who did not use AR. The research employed a quasi-experimental design involving three 11th-grade classes from a secondary school in Lisbon. Knowledge tests were administered post-intervention and at follow-up to assess the impact. To ensure the normality of the distributions, a Shapiro–Wilk test was applied and, to guarantee the homogeneity of variances, a Levene test was utilised. Independent and paired sample <i>t</i>-tests were performed. The results indicated that the innovative approach, combining AR with guided inquiry and Pecha Kucha, enhanced student engagement and led to improved academic performance. The study highlights the importance of teacher support during guided inquiry, showing that proper guidance maximises learning outcomes. Findings suggest that integrating active methodologies and current technologies can enrich Biology teaching and improve understanding of complex concepts like meiosis. This research contributes to existing literature by demonstrating the potential of AR, guided inquiry, and the Pecha Kucha technique in enhancing educational outcomes. |
| format | Article |
| id | doaj-art-c6fea2a12150416c9f8eeea1520295bf |
| institution | OA Journals |
| issn | 2078-2489 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | MDPI AG |
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| spelling | doaj-art-c6fea2a12150416c9f8eeea1520295bf2025-08-20T01:55:33ZengMDPI AGInformation2078-24892024-09-0115956610.3390/info15090566The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental DesignAntónio Faria0Guilhermina Lobato Miranda1UIDEF, Instituto de Educação, Universidade de Lisboa, 1649-013 Lisboa, PortugalUIDEF, Instituto de Educação, Universidade de Lisboa, 1649-013 Lisboa, PortugalThis study investigates the effectiveness of using augmented reality (AR), combined with guided inquiry and the Pecha Kucha technique, on students’ academic outcomes when learning meiosis. The main objective was to analyse whether this combination presents significant differences in the academic performance of students in the experimental group (EG) compared to the control group (CG), who did not use AR. The research employed a quasi-experimental design involving three 11th-grade classes from a secondary school in Lisbon. Knowledge tests were administered post-intervention and at follow-up to assess the impact. To ensure the normality of the distributions, a Shapiro–Wilk test was applied and, to guarantee the homogeneity of variances, a Levene test was utilised. Independent and paired sample <i>t</i>-tests were performed. The results indicated that the innovative approach, combining AR with guided inquiry and Pecha Kucha, enhanced student engagement and led to improved academic performance. The study highlights the importance of teacher support during guided inquiry, showing that proper guidance maximises learning outcomes. Findings suggest that integrating active methodologies and current technologies can enrich Biology teaching and improve understanding of complex concepts like meiosis. This research contributes to existing literature by demonstrating the potential of AR, guided inquiry, and the Pecha Kucha technique in enhancing educational outcomes.https://www.mdpi.com/2078-2489/15/9/566augmented realityguided inquirymeiosispecha kuchascience teaching |
| spellingShingle | António Faria Guilhermina Lobato Miranda The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental Design Information augmented reality guided inquiry meiosis pecha kucha science teaching |
| title | The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental Design |
| title_full | The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental Design |
| title_fullStr | The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental Design |
| title_full_unstemmed | The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental Design |
| title_short | The Effect of Augmented Reality on Learning Meiosis via Guided Inquiry and Pecha Kucha: A Quasi-Experimental Design |
| title_sort | effect of augmented reality on learning meiosis via guided inquiry and pecha kucha a quasi experimental design |
| topic | augmented reality guided inquiry meiosis pecha kucha science teaching |
| url | https://www.mdpi.com/2078-2489/15/9/566 |
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