Exploring Generative AI and Augmented Reality Integration in Secondary Science Education: An Inquiry with Gemini Hanna Nurul Husna- Amaira Utami, Rika Rafikah Agustin, Putra Habib Dhitareka, Ari Widodo
Science Education Study Program, Faculty of Mathematics and Natural Science Education, Universitas Pendidikan Indonesia
Abstract
Artificial Intelligence (AI) has emerged as a pivotal technological advancement in education and can be integrated with Augmented Reality (AR) to enhance the teaching of science topics in secondary schools. This study explores two main areas: (1) How Gemini, a generative AI model, responds to the utilization of AI in the design and development of AR-based educational materials for secondary science learning- and (2) How Gemini addresses inquiries regarding the potential influence of GenAI-AR generated materials on learning processes and pedagogical design in the context of renewable energy education. Employing a self-study methodology, the researcher engaged Gemini with six structured prompts encompassing AI, AR, and science pedagogy. The responses were analyzed thematically to identify insights, opportunities, and challenges in integrating generative AI with AR for science teaching. Findings indicate that Gemini provides pedagogically relevant suggestions for content development, instructional strategies, and multimodal engagement, while also highlighting considerations related to accessibility, ethical use, and teacher facilitation. The study concludes that AI-AR integration offers significant potential to support inquiry-based and interactive science learning, yet requires careful alignment with curricular goals, technological infrastructure, and teacher professional development.
