How combining instructional models with immersive technology enhances student self-efficacy in understanding global warming
Climate change is one of the most pressing issues of our time, yet effectively teaching its complex, often invisible processes remains a significant challenge. Traditional methods often struggle to make abstract concepts like the greenhouse effect tangible and personally relevant to students. Meanwhile, student self-efficacy—the belief in one's ability to succeed—has emerged as a critical factor in science education. When students don't believe they can understand complex scientific concepts, their learning suffers 1 .
Recent educational innovations are addressing both challenges simultaneously. Researchers have developed an approach combining the ICARE instructional model with Augmented Reality (AR)-based e-modules specifically for teaching global warming concepts. This powerful combination doesn't just transmit information—it builds students' confidence in their ability to understand and engage with climate science 1 .
The ICARE model represents a structured yet flexible approach to learning design that promotes active engagement through five distinct phases:
Capturing student attention and presenting key learning objectives
Linking new knowledge to prior experiences and existing understanding
Providing opportunities to use new knowledge in practical contexts
Encouraging students to think critically about what and how they've learned
Challenging learners to apply their knowledge to new situations 1
This systematic scaffolding creates a supportive learning environment that gradually builds competence and confidence. Unlike traditional lecture-based approaches, ICARE places students at the center of their learning journey, making them active participants rather than passive recipients of information.
Augmented Reality technology overlays digital information—such as 3D models, animations, and data visualizations—onto the real-world environment. In educational contexts, AR offers unique advantages:
AR makes abstract concepts like atmospheric gas layers or molecular processes visible and interactive 1
Students can manipulate virtual objects to explore cause-effect relationships
AR can illustrate phenomena ranging from molecular interactions to planetary systems
When combined with flipbook-style e-modules, AR creates an immersive learning experience that can be accessed across various digital devices, making advanced educational resources more widely available 1 .
A recent pioneering study directly investigated the effectiveness of combining the ICARE model with AR technology for teaching global warming concepts while enhancing student self-efficacy 1 .
The study employed a pre-experiment method with a one-group pretest-posttest design, conducted with grade X high school students. The research focused on measuring changes in what educational researchers call Physics Learning Self-Efficacy (PLSE)—students' confidence in their ability to learn and understand physics concepts 1 .
Participants engaged with a specially developed AR-based e-module on global warming structured according to the ICARE framework. The module included interactive visualizations of complex processes like the greenhouse effect and polar ice cap melting—phenomena that are typically challenging to convey through traditional teaching methods alone 1 .
To quantitatively assess self-efficacy, researchers used a rigorously validated PLSE questionnaire that measured multiple dimensions of student confidence. The instrument demonstrated high reliability with a Cronbach's Alpha value of 0.91, indicating consistent and trustworthy measurement capabilities 1 .
The implementation followed a structured sequence:
Students completed the initial PLSE questionnaire to establish baseline self-efficacy levels
Participants engaged with the ICARE-structured AR e-modules on global warming over a designated period
The same PLSE questionnaire was administered to measure changes in self-efficacy
Researchers compared pretest and posttest results using logit measures, a statistical approach common in educational assessment
Throughout the process, the AR technology served as a cognitive tool that made abstract climate processes concrete. Students could visually explore how greenhouse gases trap heat in the atmosphere and observe the cascading effects of polar ice melt—experiences that would be impossible through textbooks alone 1 .
The results demonstrated substantial improvements across all measured domains of self-efficacy. The overall average increase in student self-efficacy was 0.92 logits, with scores rising from -0.05 logits in the pretest to 0.86 logits in the posttest 1 .
The most dramatic improvement occurred in the science content dimension, which saw an increase of 1.70 logits—nearly twice the overall average improvement. This suggests that the AR technology was particularly effective at building students' confidence in their grasp of core scientific concepts, which typically serves as the foundation for all other learning dimensions 1 .
Average Increase
Science Content Dimension
Successful implementation of this innovative approach requires specific technological and methodological components:
| Component | Function | Specific Example |
|---|---|---|
| AR-Based E-Modules | Visualize abstract processes | Interactive greenhouse effect simulation |
| ICARE Structure | Guide learning progression | Introduction → Connection → Application → Reflection → Extension |
| PLSE Questionnaire | Measure self-efficacy | Validated instrument with Cronbach's Alpha 0.91 |
| Flipbook Digital Platform | Deliver content | Accessible across multiple devices |
| Global Warming Content | Provide learning context | Polar ice melt, greenhouse effect, climate impacts |
These components work together to create what educational researchers call a technology-enhanced learning environment—a space where digital tools are strategically employed to support specific learning objectives and outcomes.
This research demonstrates that thoughtfully designed educational technology can do more than just deliver content—it can transform students' beliefs about their capabilities. The significant improvements in self-efficacy are particularly important because:
Students who believe they can understand climate science are more likely to pursue further learning and action 1
AR technology makes invisible processes tangible, overcoming a major hurdle in climate education
The ICARE model provides the scaffolding students need to approach complex topics with confidence
Similar approaches are showing promise beyond self-efficacy. Recent studies have found that AR-based e-modules on global warming also significantly improve critical thinking skills, with one study reporting an N-Gain score of 0.71—indicating high effectiveness 5 .
As climate change continues to reshape our world, innovative educational approaches like ICARE with AR integration will play a vital role in preparing students not just to understand the challenges we face, but to believe in their capacity to address them. By making the invisible visible and the daunting manageable, this approach represents a promising direction for science education in the 21st century.
The success of this methodology also highlights the importance of interdisciplinary collaboration between climate scientists, educational researchers, and technology developers—a partnership that will be essential as we work to equip future generations with the knowledge, skills, and confidence they need to create a sustainable future.
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