The Impact of Mobile AR Application on Learning Motivation in Biological Learning Based on The ARCS Model

Augmented reality (AR) technology can address the challenges in implementing experimental teaching in underserved areas. To examine AR’s impact on biology learning, we developed a mobile AR application for biological teaching and conducted experiments in a remote Chinese middle school, using the ARCS learning motivation model. Twenty-six students in the control group (CG) received traditional teaching, while 23 students in the experimental group (EG) used the AR software. Results reveal that post-AR teaching, students with higher motivation showed significantly improved academic performance. Moreover, students in EG demonstrated higher motivation compared to students in CG, with EG’s academic improvement significantly surpassing CG’s. The results of interview indicated that the teaching with AR fosters better cognitive construction and emotional acceptance than traditional methods.