Leveraging augmented reality and gamification for enhanced self-regulation in science education

• DOI: 10.1007/s10639-025-13481-0
• Publication Date: 2025-03-07T05:55:46Z
• Authors: Hüseyin Ateş; Merve Polat

Abstract This study investigates the efficacy of integrating augmented reality (AR)-based gamification with self-regulated learning (SRL) strategies to enhance middle school students’ academic performance, engagement, satisfaction, and self-efficacy in science education. Employing immersive AR technologies alongside gamification elements, this approach is designed to cultivate an engaging and learner-centered environment that promotes essential SRL competencies including goal-setting, self-monitoring, and reflective thinking. Utilizing an experimental research design, the study engaged 60 middle school students who were allocated into two groups: one experiencing self-regulated AR-based gamification and the other experiencing traditional AR-based gamification without self-regulation components. The findings reveal that students in the self-regulated AR-based gamification group demonstrated significantly enhanced levels of academic achievement, engagement, self-efficacy, and overall satisfaction compared to their peers in the traditional group. These outcomes suggest that the strategic integration of AR-based gamification with SRL strategies not only fosters significant improvements in educational performance but also enriches the learning experience, thereby providing critical insights for the development of innovative educational technologies that support comprehensive understanding and foster student autonomy in science education.