Ethnoscience-enhanced physics virtual simulation and augmented reality with inquiry learning: Impact on students’ creativity and motivation

Abstract

Technology-assisted inquiry learning is essential in physics education as it cultivates students' creativity and motivation by encouraging active engagement, critical thinking, and collaboration. This study integrates ethnoscience-enhanced virtual simulations with augmented reality technologies (EthnoVLab) and implements them in an inquiry-based learning environment. It examines the practicality, effectiveness, and student responses to the EthnoVLab-supported inquiry learning (ESIL) approach in enhancing students' creativity and motivation in physics classrooms. A quasi-experimental method was employed to achieve the research objectives, involving 102 high school students in three different cohorts: ESIL, ordinary inquiry, and traditional. The findings indicate that the ESIL learning process is highly practical, adaptable to various learning needs, and aligns well with instructional plans and objectives. The ESIL group also demonstrated significant gains in students' creativity and motivation compared to both the ordinary inquiry and traditional groups. Moreover, students responded positively to the ESIL approach, viewing it as a unique, engaging, culturally relevant, and innovative teaching method, which increased their enthusiasm for learning. This research highlights the potential of using a balanced approach between pedagogy and learning technologies to enhance students' learning experiences, creativity, and motivation in physics education.