Exploring Students’ Learning Experiences Using Augmented Reality in a Social Studies Course on Flood Risk Reduction

Abstract

This study explored students’ learning experiences with augmented reality (AR) in a Social Studies course on flood risk reduction. A mixed-methods approach was used with 95 junior high school students. Data were collected using a questionnaire with closed-ended items and open-ended questions. Quantitative responses were summarized using descriptive statistics, while written responses were examined through qualitative coding. The two forms of data were integrated during interpretation. The mean total learning experience score was 102.62 (SD = 18.28), with observed scores ranging from 26 to 120. Students’ written responses described AR as supporting learning and connecting flood risk reduction content with real-world situations. Students also emphasized that AR’s contribution to learning depended on how it was integrated into the learning activities. The descriptive scores suggest generally favorable evaluations of AR-supported learning. The learning content addressed preparedness, emergency response, and post-flood recovery through visual representations of flood-related situations. The study provides a basis for examining students’ perceptions of contextual AR-supported Social Studies learning. Further research should examine how specific learning activities relate to both reported experiences and measured learning outcomes.