Augmented reality learning design for developing children's awareness of bee conservation

Nature-based learning can foster empathy for other species and promote environmentally responsible actions. However, the quality of learning design plays a key role in the effectiveness of outdoor environmental education. In urban contexts, where natural environments are limited, digital technology offers opportunities for more meaningful interaction with the natural world. This thesis investigates whether and how an augmented reality (AR)-integrated learning design supports experiential and inquiry-based environmental education, specifically concerning children's understanding of bees' ecological roles and their attitudes toward bees and bee conservation. This study developed and implemented an AR application to address constraints in outdoor learning about bees. The research employed a mixed methods design to compare two learning conditions: an intervention that featured an AR app and a digital reading control condition. Data were collected from 52 Grade 5–7 students across six urban school districts in Lower Mainland of British Columbia. Activities took place in seven community gardens and parks. Both groups received identical curricular content on the same tablet devices, but with different modes for interaction (AR app versus PDF) and instructional prompts. Quantitative results indicated that the AR-integrated design produced moderately greater conceptual understanding of and more positive attitudes toward bees. Qualitative analyses of written responses further showed that the AR-integrated design produced deeper conceptual explanations, greater empathy and concern for bees, and stronger conservation intentions. Chi-square analyses revealed significantly higher frequencies of these cognitive and affective responses in the AR group. This thesis contributes to research on AR in education by providing a theoretical framework for how AR-integrated designs can facilitate experiential inquiry. It argues that AR, when intentionally designed and contextually aligned, can support cognitive and affective learning goals. The study offers design principles for AR-supported outdoor learning and underscores the importance of integrating cognitive, affective, and ethical dimensions when designing AR-mediated learning experiences.