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However, AR\u2010based instruction often lacks structured teacher guidance, which may limit the development of higher order cognitive skills. Blended learning (BL) can address this limitation by combining technology\u2010driven exploration with teacher\u2013student interaction. Yet, the absence of explicit learning strategies frequently hinders the effectiveness of BL approaches.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aimed to develop and evaluate a blended learning model that integrates AR systems and is grounded in the 5E Learning Cycle Model (5ELCM) to support deeper cognitive engagement in elementary science education.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A quasi\u2010experimental design was employed involving 104 fifth\u2010grade students assigned to one of three conditions: BL\u2010AR with 5ELCM, conventional AR learning, or traditional lecture\u2010based instruction. The intervention was guided by the 5ELCM to scaffold the learning process through structured phases: Engage, Explore, Explain, Elaborate and Evaluate.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Findings revealed that students in the BL\u2010AR group demonstrated significantly greater gains in biological knowledge, problem\u2010solving ability and meta\u2010cognitive tendencies compared to those in the other two groups. The integration of AR within a structured BL framework grounded in 5ELCM shows promise for promoting deeper learning and higher order thinking in elementary science classrooms.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70229","type":"journal-article","created":{"date-parts":[[2026,3,11]],"date-time":"2026-03-11T23:46:11Z","timestamp":1773272771000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Investigating the Effects of the\n                    <scp>AR<\/scp>\n                    System in Blended Learning Mode Through the\n                    <scp>5E<\/scp>\n                    Learning Cycle on Elementary School Students' Science Learning Effects"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1791-985X","authenticated-orcid":false,"given":"Qi\u2010Fan","family":"Yang","sequence":"first","affiliation":[{"name":"College of Education Fujian Normal University  Fuzhou Fujian China"},{"name":"School of Education City University of Macau  Macau China"},{"name":"Educational Data Governance and Policy Intelligence Lab Fujian Normal University  Fuzhou China"}]},{"given":"Yan","family":"Xiao","sequence":"additional","affiliation":[{"name":"Student Affairs Department China West Normal University  Nanchong Sichuan China"}]},{"given":"Yi\u2010Ting","family":"Lin","sequence":"additional","affiliation":[{"name":"Key Laboratory of Big Data and Artificial Intelligence in University of Fujian Province Minnan Science and Technology College  Quanzhou Fujian China"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3287-4015","authenticated-orcid":false,"given":"Jia\u2010Hua","family":"Zhao","sequence":"additional","affiliation":[{"name":"College of Education Fujian Normal University  Fuzhou Fujian China"}]}],"member":"311","published-online":{"date-parts":[[2026,3,11]]},"reference":[{"key":"e_1_2_16_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2021.104398"},{"key":"e_1_2_16_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.procs.2022.12.136"},{"key":"e_1_2_16_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11423\u2010022\u201010100\u20104"},{"key":"e_1_2_16_5_1","volume-title":"How Learning Works: Seven Research\u2010Based Principles for Smart Teaching","author":"Ambrose S. 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