Biodiversity and augmented reality: A future of learning?

The main goal of this project was to evaluate the impact of location-based augmented reality (LBAR) to teach biodiversity in an outdoor context, i.e. variability among living organisms in terms of ecosystems, species and genes. The idea is to allow pupils to explore their own environment while being informed through an augmented reality visualisation application about the biodiversity-related points of interest with which they are confronted. As an educational technology project (EdTech), the University of Teacher Education, Vaud (HEP Vaud) and the School of Engineering and Management, Vaud (HEIG-VD) collaborated to compare the use of a location-based AR learning environment with a paper-based, non-digital learning resource for biodiversity learning and nature exploration aimed at secondary school students.

While several studies share common conclusions about AR as a promising approach for biodiversity education, it has also been pointed out that location-based AR to support learning among young adults in outdoor contexts is still under-studied, requiring more evidence from a multidisciplinary perspective. In addition, location-based AR is prone to jittery interfaces (i.e. unstable AR scene), which is systematically reported as a cause of usability issues. This project wants to solve such issues and push forward EdTech research with a focus on location-based AR.

The aim of the project was two-fold. At the top level, the purpose was to evaluate the impact of AR in biodiversity learning. The studies carried out in this project were designed to provide a better understanding of the cognitive processes at play when using the customised AR platform. The focus was on theoretical learning, nature exploration, visual attention and environmental affect. As a preliminary goal, the design, development and testing of the integrated BiodivAR platform capable of creating and visualising augmented environments was a key prerequisite. The focus was to ensure its overall usability, especially related to the stability of the AR scene when geolocation data are used to anchor multimedia content.

Results are in line with previous research emphasising the benefits of AR on learning. When compared with non-digital approaches, location-based AR leads pupils to better recall theoretical knowledge about biodiversity and to explore nature more. Further investigation suggests, however, that AR may not help to foster environmental affect. A nudging experiment emphasised that screen time could be modified, but with a risk of decreasing usability and thus immersion though time focused on the screen, which is key to fostering learning. This aspect may be further investigated in future research. The use of head-mounted AR display may call into question once again the issue of screen time and its limits in terms of the connection with nature.

In practice, this project offers teachers and prospective teachers new tools to teach biodiversity in an outdoor context using AR. Taken together, these results highlight the potential importance of AR immersion to foster learning. However, this immersion may lower the possibility for children to develop a connection with nature and environmental affect. This aspect is unfortunate as this is usually what is sought by teachers when bringing students outdoors. It is recommended to take this into account while building pedagogical sequences with location-based AR to be used outdoors.

Three main messages

1. Enhance learning and exploration with augmented reality – Use location-based augmented reality (AR) in outdoor settings to create immersive learning experiences.
2. Analogies can help simplify complex concepts and improve understanding.
3. Foster collaborative learning through communities – Encourage educators to collaborate and co-create enriched learning environments, using open-source technologies to make this process more accessible and adaptable.

Building Location-based Augmented Reality Applications through Advanced Pedagogical Methods to Support Learning about Biodiversity