Effects of Augmented Reality-based Gamification on STEM Learning in Secondary Education

Background. At present, Science, Technology, Engineering and Mathematics (STEM) students require motivating and immersive educational methodologies such as gamification with Augmented Reality (AR). However, there is a significant lack of research based on primary information sources containing concrete data regarding the potential impact of said technology on STEM learning. The aim of this quantitative study is to develop and validate an instrument in order to determine the level of motivation and degree of acceptance of educational resources based on AR technology in Secondary School science courses. Results. Student assessments were on average very positive, with medium-high levels of answers regarding the three dimensions of the questionnaire, i.e. level of motivation, degree of acceptance of the technology and understanding of key STEM concepts. The analysis of the data also revealed an additional factor in connection with the acceptance of assessment systems adapted to the use of AR technology, which students also valued positively. Conclusions. The study provides a reliable instrument with which to learn students’ opinion (in this case positive) regarding the use of AR-based gamification. It offers evidence of the positive effects on learning generated by using said technology, and of the importance of including adapted assessment systems. The instrument designed and the data obtained will be useful for new lines of research and for the integration of innovative methodologies that use gamification elements based on AR immersive technology and digital assessment systems as technological teaching and learning resources in the field of STEM education.