ISSN: 2226-6348
Open access
This empirical basic study was conducted to support informal learning related to biodiversity at Zoo Johor. The main issue of this study is the existence of misconceptions among students regarding biodiversity, including animal habitats, the differences between zoo and wild animals, and the diets of certain species. At the same time, the existing interpretive materials at the zoo are still lacking in interactivity and do not help students understand the concept of biodiversity in depth. The study uses a pre-experimental design involving 20 students aged 7 to 17 years. The research instruments consist of a questionnaire on interest in Augmented Reality (AR) technology, diagnostic items on biodiversity misconceptions, and descriptive analysis to assess user needs for the development of Augmented Reality (AR) in learning is high, with mean scores ranging from 3.25 to 3.70. Students also showed a positive inclination toward the use of 3D animations, interactive maps, and quizzes as important components in the learning application. However, the level of biodiversity misconception is at a moderate level (Mean = 2.05 - 2.25), indicating a significant confusion regarding the basic concepts of biodiversity. This study concludes that the development of AR applications has great potential as an informal learning medium that can enhance interest, improve understanding of scientific content more accurately, and reduce misconceptions among students.
Ahmad, S., & Abu Samah, N. (2024). Systematic literature review: The trend of augmented reality (AR) in science teaching and learning in primary school / Sorotan literatur bersistematik: Trend realiti terimbuh (AR) dalam pembelajaran dan pemudahcaraan mata pelajaran sains sekolah rendah. Sains Humanika, 16(2), 73–84.
Chen, C.-H., Chan, W.-P., Huang, K., & Liao, C.-W. (2023). Supporting informal science learning with metacognitive scaffolding and augmented reality: Effects on science knowledge, intrinsic motivation, and cognitive load. Research in Science & Technological Education, 41(4), 1480–1495.
Fernández-Villarán, M., Zubimendi, J. L., & García-López, E. (2024). Enhancing zoo-based learning through augmented reality: Improving visitor engagement and scientific understanding. Journal of Informal Science Education, 12(1), 45–60.
Garzón, J., Pavón, J., & Baldiris, S. (2020). Augmented Reality as an emerging technology and its impact on learning: A systematic review. Heliyon, 6(11), e05379.
Harrell, F. (2017). Interpretation of Likert scale survey data: Guidelines for researchers.
Hassan, R., Ismail, N., & Tan, C. (2023). Digital transformation in Malaysian educational tourism: A review of AR integration. Malaysian Journal of Tourism Research.
Hassan, R., Ismail, N., & Tan, C. (2023). The potential of augmented reality for educational tourism: Opportunities and challenges in Malaysian informal learning settings. Malaysian Journal of Learning and Instruction, 20(3), 112–130.
Karpudewan, M. (2020). Addressing misconceptions about animals in primary science education: Evidence from Malaysian classrooms. International Journal of Science Education, 42(5), 781–798.
Khan, A., Rahman, M., & Lee, S. (2023). Visitor engagement and retention of information in traditional versus digital-enhanced zoo experiences. Tourism & Recreation Research, 48(2), 256–270.
Khan, N. S. M. A., Karpudewan, M., & Annamalai, N. (2020). Moving beyond the one size fits all model in describing the climate conserving behaviors of Malaysian secondary students. Sustainability, 13(1), 18.
Rosada, N. A., Susilo, H., & Gofur, A. (2022). Students’ misconceptions about biodiversity: Implications for biology education. Journal of Biological Education, 56(4), 421–435.
Shafie, H., Rahmat, N., & Zulkepli, N. (2021). Localizing augmented reality applications for Malaysian learners: Cultural and contextual considerations. Journal of Educational Multimedia Studies, 9(4), 22–35.
Shamsudin, S., Halim, H., & Yusoff, W. N. (2022). Augmented reality in Malaysian tourism: Adoption trends, challenges and research gaps. Asian Journal of Tourism Research, 5(1), 1–15.
Tan, K., & Halim, S. (2024). Augmented reality in educational tourism: Impacts on visitor motivation and knowledge acquisition. International Journal of Tourism and Interpretation Studies, 14(1), 33–47.
Tan, W., & Ng, C. (2020). Youth engagement with static interpretive materials in zoological parks: An observational study. Journal of Zoo Education, 7(2), 55–67.
Tay, J., Liew, P., & Mah, S. (2023). Interpretation challenges in zoo education: The role of static signage and visitor misconceptions. Environmental Education Review, 18(1), 71–89.
Yusof, N., Rahman, A., & Saad, R. (2022). Integrating AR into Malaysian science education: Potentials and pedagogical implications. Journal of Science and Technology Education, 14(3), 120–137.
Yusof, A. S., Ajmain @ Jima’ain, M. T., Ab. Rahim, S., & Abuhassna, H. (2022). Implementation of augmented reality (AR) in Malaysian education system. International Journal of Academic Research in Progressive Education and Development, 11(3), 1207–1216.
Baharum, K., Salleh, S. M., & Hanid, M. F. A. (2025). Students’ Interest in Learning Technology and Biodiversity Misconceptions: An Empirical Basis for the Development of AR-Based Informal Learning at Zoo Johor. International Journal of Academic Research in Progressive Education and Development, 14(4), 2603–2613.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode