Augmented Reality in Biology: A Needs Assessment from Senior High School Students’ Perspective

Abstract

In the era of Industry 5.0, education is evolving with automation and immersive technologies like Augmented Reality (AR). This study explores the need for an AR-based e-module in Senior High School biology by assessing students' understanding, interest, confidence, and perceived usefulness of AR in learning. Using a descriptive quantitative approach, data were gathered through a questionnaire covering four key areas: (1) understanding of biology concepts, (2) familiarity with AR, (3) confidence in using AR for learning, and (4) perceived need for AR applications. Results indicate that students are generally satisfied with their biology knowledge and are "somewhat familiar" with AR. A strong interest in AR-based learning was evident, with students favoring its interactive and engaging nature. Results in t-test comparing 11th and 12th graders' interest and confidence in augmented reality (AR) for learning biology showed that while both groups have similar confidence levels, their interest in using AR to understand biology concepts differs. These findings emphasize the potential of AR in enhancing biology education and aligning with innovative teaching practices.