IMMERSIVE LEARNING EXPERIENCE DESIGN
Motivation by Design:
Using AR to Make Science Stick for Primary School Learners
Cosmic Cards is a mobile AR learning prototype that brings the solar system to life for primary school learners. I created a set of interactive physical cards that, when scanned through a mobile app, trigger 3D animations, voiceovers, and visual storytelling to enhance motivation and comprehension in science education.
The product was designed to complement traditional teaching methods by making abstract content more tangible and memorable. I consulted with two primary school federations in the South West of England to align content to curriculum goals and ensure age-appropriateness, while independently leading design, development, and evaluation.
Timeline
Delivered over 16 weeks as part of my MSc in Computing for Games & Extended Reality, while managing full-time work and personal responsibilities. Development ran in parallel with academic research, user testing, and technical upskilling in Unity.
Background
The idea came from observing how hard it is for primary students to connect with topics like astronomy through textbooks alone. Concepts like planetary scale, motion, or orbit are spatial by nature but often taught in static formats. I was approached by a local educational authority who I was already partnering with for an opportunity to combine product thinking, learning design, and XR interaction to create something playful but evidence-based.
The goal was to test whether Augmented Reality Game-Based Learning (ARGBL) could improve motivation and knowledge retention when compared to standard classroom methods. I applied instructional design theory and user-centred product development to create a practical learning tool that could be tested with real students.
Video Presentation
This section outlines how I approached the project from end to end, including consultation, design, development, and testing.
Research & Planning
The research phase was grounded in established learning theories and user-centred design methods. I applied Self-Determination Theory to focus on how the experience could build a sense of autonomy, competence, and connection for learners. Mayer’s Multimedia Learning Theory helped me think through how to combine visuals and audio in a way that supported, rather than distracted from, the core content. I also structured the user flow using the 5E learning model, creating a journey that would prompt exploration and reflection.
Alongside this theoretical framing, I conducted a literature review of how AR has been used in education, analysed comparable products in both education and entertainment, and carried out interviews and feedback sessions with teachers, students, and parents. These discussions helped define the learning outcomes and usability goals for the product.
Consulting with two primary school federations gave me critical insight into curriculum mapping, age-appropriate terminology, and classroom needs. However, I retained ownership of the product decisions and content creation, ensuring a cohesive and well-scoped learning experience.
Design & Prototyping
The concept took shape through several iterations, starting with early sketches and moving into visual asset design and prototyping in Unity. I created ten scannable Cosmic Cards, each linked to a unique planetary or space object interaction. These cards triggered 3D animations, facts, and voiceovers, with some cards offering more advanced behaviours like orbit simulation or combined interactions between objects.
All visual assets were created using Adobe Illustrator and Blender, with Mixamo and Vyond used for animation and narration. The user interface was kept deliberately simple to suit the needs of younger students, focusing on intuitive layouts, large touch areas, and minimal text on screen. Design decisions were driven by feedback from classroom teachers and direct user observation.
Implementation
I used Unity as the development environment and integrated Vuforia SDK to handle the AR functionality. Each physical card acted as an image target, recognised by the camera and paired with specific content in the app. I created and tested all interactions within Unity, including marker tracking, animation control, and UI state changes.
Every model and behaviour was scripted and placed within a carefully structured hierarchy to ensure smooth transitions and consistent behaviour across devices. Custom Unity scripts managed more advanced features, such as combining markers to trigger new events—for example, scanning a rocket and planet card together to initiate a simulated orbit.
To ensure compatibility with iOS devices, I used Xcode to manage the final deployment pipeline, solving a range of SDK and device profile issues along the way. The final app ran smoothly on iOS and was optimised for mobile performance, with fallback strategies built in to mitigate device-specific problems.
Testing & Optimization
User testing took place across three rounds, with a total of thirty primary school students aged six to eleven taking part. These sessions were conducted in partnership with classroom teachers and included an introductory briefing, fifteen minutes of hands-on time in small groups, and a post-session feedback interview.
All students completed a pre- and post-assessment to measure changes in knowledge retention, and I also gathered observational data and qualitative feedback from both teachers and parents.
The results showed a 30% increase in post-assessment scores among students who used the AR app, along with overwhelmingly positive feedback on engagement. Older students remained engaged for longer and demonstrated stronger learning outcomes, while younger students showed signs of reduced focus after around five minutes, suggesting that future versions should be adapted by age. Teachers reported improvements in quiz performance the following day and confirmed that the app was easy to use, even for those less confident with technology.
Cosmic Cards is a collectable AR learning tool designed to reinforce science education beyond the classroom. After completing a teacher-led lesson, learners receive a physical Cosmic Card that rewards their progress. Scanning these cards with a mobile app unlocks interactive, gamified content linked to their learning objectives.
Grounded in learning theory - including Mayer’s Multimedia Learning and Dual Coding Theory - the experience boosts retention through exploration, interactivity, and visual engagement. It encourages students to revisit key concepts on their own terms, creating lasting connections with the material.
Intelligent Interactions
The core value of Cosmic Cards lies in its interactive, layered AR experiences. Rather than passive content, the app encourages curiosity through exploration, touch interaction, and reward-based discovery. Grounded in multimedia learning theory and constructivist design, these interactions support stronger engagement and longer-term retention.
Collectable Cards with AR Rewards
After completing a classroom lesson, students receive a Cosmic Card. Scanning it triggers a unique AR scene—such as a 3D model or narrated animation—making the card both a reward and a tool for reinforcing learning at home.
AR Mini-Games and Exploration
Some cards unlock mini-games or touch-based interactions. For example, the rocket card lets students control its flight, while planetary cards include narrated facts and animations. This hands-on learning supports better understanding of spatial and scientific concepts.
Bonus Features Through Card Combinations
When scanned together, certain cards unlock extra scenes. Rocket and Saturn trigger an orbital simulation. Rocket and Comet create a collision with visual effects. Astronaut and Solar System reveal bonus space facts. These combinations reward experimentation and deepen conceptual links.
The Cosmic Cards prototype was tested across three schools with a total of 30 primary students aged 6–11, following a full design and development cycle.
Results were gathered through pre- and post-assessments, classroom observation, and direct user feedback.
Measurable Knowledge Gains
After using the Cosmic Cards AR experience, students demonstrated a 30% average improvement in quiz scores compared to pre-use assessments. The most significant gains were seen in understanding planetary motion and spatial relationships—two areas traditionally hard to teach through textbooks alone.
Positive Learner Engagement
Over 90% of students described the experience as fun, memorable, and “different from normal science lessons.” Older learners (ages 9–11) remained engaged for the full session, while younger users (ages 6–7) showed shorter attention spans, suggesting clear design insights for future age segmentation.
Teacher and Parent Validation
Teachers confirmed the tool was easy to use in class and noted better concept recall the next day during science activities. Parents shared positive anecdotal feedback about students reusing the app at home, demonstrating its potential as an ongoing reinforcement tool.