Using augmented reality games to support sustainable development goal learning among young students: a true-experimental study

Abstract

Purpose

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

Design/methodology/approach

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Findings

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

Originality/value

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

Citation

Ai-Jou, P., Cheng, B.-Y., Chou, P.-N. and Geng, Y. (2024), "Using augmented reality games to support sustainable development goal learning among young students: a true-experimental study", Library Hi Tech, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/LHT-10-2023-0511