Abstract
Introduction: Mobile augmented reality (AR) is increasingly integrated into biology education to support inquiry-based learning by visualizing abstract anatomical structures and system interrelationships, particularly in teacher education.
Methods: A qualitative case study was conducted with 17 pre-service primary teachers using a mobile AR application to explore the circulatory system in relation to first aid procedures, supported by observation, record sheets, and an open-ended questionnaire.
Results: Although students showed strong interest in using AR and preferred it over a physical 3D model, technical difficulties and limited digital skills constrained independent exploration and conceptual understanding.
Discussion: The findings indicate that while mobile AR enhances motivation and collaborative inquiry, its educational effectiveness depends on prior digital literacy training and active teacher mediation.
Limitations: The study is limited by a small sample size, reliance on a single AR application, and short-term classroom implementation.
Conclusions: Mobile AR is a valuable supplementary tool in inquiry-based primary teacher education, provided it is carefully selected, pedagogically integrated, and supported by systematic digital skills development.
© 2026 Mária Fuchsová, Martin Droščák, published by DTI University
This work is licensed under the Creative Commons Attribution 4.0 License.