The Impact of Augmented Reality on Spatial Visualization Ability and Science Achievement: Exploring their Correlation

Augmented Reality (AR) has recently become an attractive technology to enhance science education since it provides a more immersive and interactive learning experience for students, which enables them to understand abstract and challenging content better. This study explores how AR can improve both spatial visualization and science performance among elementary school students, while also examining how these two areas are correlated. The study participants were 34 students who were enrolled in a pre-experimental one-group pretest–posttest. Students were classified into high and low spatial visualization ability groups according to their initial spatial ability. They then engaged with AR-enhanced science lessons featuring interactive 3D models and dynamic simulations. Results showed marked improvements in both spatial skills (t = 19.795, p < 0.05) and science achievement (t = 24.801, p < 0.05), with the most substantial progress observed in students who initially demonstrated lower spatial abilities. Furthermore, statistical analysis revealed a strong positive correlation (r = 0.713, p = 0.000) between spatial visualization and science performance, highlighting the interplay between cognitive and academic growth in STEM contexts. The results indicate that AR is an effective mediator between theoretical knowledge and practical comprehension, thereby potentially closing learning gaps and increasing engagement with various learner groups. Ultimately, this study supports the integration of AR as a forward-thinking educational strategy better to support cognitive development and mastery of science content.