A service design thinking approach: What are the barriers and opportunities of using Augmented Reality for primary science education?

Warren Fearn, Jonathan Hook


It has previously been argued that Augmented Reality (AR) has the potential to provide relevant digital information to support pupils learning in real-time through engaging formats. However, the use of AR in the classroom remains uncommon for mainstream adoption. This study uses a service design methodology to focus on a more holistic approach toward AR as an educational service by investigating the challenges and conditions of integrating AR learning experiences into a primary curriculum. The research paper aims to provide an overview of how primary science (Key stage 2) in the UK is currently being delivered and where both barriers and opportunities occur for adoption to integrate more meaningful AR experiences that add real value to primary science education. An exploration stage (phase one) includes a questionnaire, contextual interviews, classroom observations, and focus groups. A thematic analysis was conducted on gathered data, identifying emerging patterns around teachers’ needs. The discussion section empathises with teachers’ needs and unearths key factors surrounding the implications of using augmented reality for primary science education. 


Primary science education, service design, Augmented Reality

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DOI: https://doi.org/10.3926/jotse.1394

Licencia de Creative Commons 

This work is licensed under a Creative Commons Attribution 4.0 International License

Journal of Technology and Science Education, 2011-2024

Online ISSN: 2013-6374; Print ISSN: 2014-5349; DL: B-2000-2012

Publisher: OmniaScience