Abstract
This study reports a preliminary classroom evaluation of a technology-supported instructional intervention for conservation learning in primary STEM education, using the culturally significant Bua Kheo Mongkol (Nymphaea khaomongkol; Thai: Bua Kheo Mongkol) as the local context. The pedagogical design and activity set were developed and refined through a multi-round Delphi process involving nine experts in educational technology, science/environmental education, and measurement/evaluation. The intervention was examined using a one-group pretest-posttest design with a two-week retention test involving 30 Grade 5 students. Knowledge outcomes were measured using the same 40-item multiple-choice test at pre-test (T1), post-test (T2), and retention (T3). Results showed a small but statistically significant increase in knowledge scores from T1 to T2, while T3 scores remained similar to T2, suggesting short-term maintenance of the modest gain. Post-intervention student feedback on usability, engagement, learning support, local relevance, intention to apply learning, and overall satisfaction was generally positive at the item level. Overall, the findings suggest that a culturally grounded, technology-supported classroom intervention was associated with modest knowledge improvement and positive descriptive student feedback. However, the one-group design and measurement limitations mean that stronger causal claims should be avoided, and future comparative studies are needed to test effectiveness more rigorously.
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APA 7th edition
In-text citation: (Sangsawang, 2026)
Reference: Sangsawang, T. (2026). A preliminary classroom evaluation of a gamified augmented reality application for conservation learning in primary STEM education.
European Journal of STEM Education, 11(1), Article 27.
https://doi.org/10.20897/ejsteme/18300
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Sangsawang T. A preliminary classroom evaluation of a gamified augmented reality application for conservation learning in primary STEM education.
European Journal of STEM Education. 2026;11(1), 27.
https://doi.org/10.20897/ejsteme/18300
Chicago
In-text citation: (Sangsawang, 2026)
Reference: Sangsawang, Thosporn. "A preliminary classroom evaluation of a gamified augmented reality application for conservation learning in primary STEM education".
European Journal of STEM Education 2026 11 no. 1 (2026): 27.
https://doi.org/10.20897/ejsteme/18300
Harvard
In-text citation: (Sangsawang, 2026)
Reference: Sangsawang, T. (2026). A preliminary classroom evaluation of a gamified augmented reality application for conservation learning in primary STEM education.
European Journal of STEM Education, 11(1), 27.
https://doi.org/10.20897/ejsteme/18300
MLA
In-text citation: (Sangsawang, 2026)
Reference: Sangsawang, Thosporn "A preliminary classroom evaluation of a gamified augmented reality application for conservation learning in primary STEM education".
European Journal of STEM Education, vol. 11, no. 1, 2026, 27.
https://doi.org/10.20897/ejsteme/18300
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Sangsawang T. A preliminary classroom evaluation of a gamified augmented reality application for conservation learning in primary STEM education. European Journal of STEM Education. 2026;11(1):27.
https://doi.org/10.20897/ejsteme/18300