RESEARCH ARTICLE Adv. Sci. Lett. 21(7), 2200–2204, 2015 1 Copyright © 2015 American Scientific Publishers Advanced Science Letters All rights reserved Vol.21(7), 2200-2204, 2015 Printed in the United States of America Learning with Augmented Reality: Effects toward Student with Different Spatial Abilities Danakorn Nincarean Eh Phon, Mohamad Bilal Ali, Noor Dayana Abd Halim Department of Educational Sciences, Mathematics and Creative Multimedia, Faculty of Education, Universiti Teknologi Malaysia, UTM, Johor Bahru, 81310, Johor, Malaysia The purpose of this study is to investigate the learning effectiveness of Augmented Reality (AR)-based learning environment and to examine its effects on learners with different spatial abilities with regard to their learning gains. Thirty-four fifth grade students participated in this study. A quantitative approach with pre-experimental design of one group pre-test post-test type was employed in the present study. The findings of this study indicate that students’ learning performance levels benefited with the AR-based learning environment where the students showed better achievement in their post-test. Further analysis showed a significant difference in the learning gains of learners with different spatial abilities and AR-based learning environment has relatively larger influence on low-spatial-ability students. Keywords: Augmented Reality, Spatial Ability, Science Learning 1. INTRODUCTION Learning science may be crucial in early childhood, serving not only to afford opportunities for children to develop a better understanding of the world around them but also to build important skills and attitudes for learning. Unfortunately, when introduced to science learning in school, many children have difficulty in understanding science concepts 1, 2 . This may cause their losing interest in the subject, which would later render their negative attitude towards learning. This issue necessitates improvement in the learning methods and tools used in science learning. Thus there are concerns over the use of emergent technologies as a tool to facilitate students to obtain a better understanding of science. One visualization technology that has emerged and gained attention in every field is augmented reality (AR). * Email Address: danakorn2803@gmail.com AR allows users to work in the real world and interact with virtual objects that are projected on real scenes around them. This capability makes this technology an interesting resource in any type of teaching that is unachievable with the use of other technologies. According to Horizon Report 2011, AR is one of the key emerging technologies that will be used extensively in education in the future 3 Recent studies have elaborated on the educational affordances that AR experiences have garnered for science learners in the recent decade. However, the findings are mixed in terms of the effectiveness of AR- based learning. A number of studies have reported the positive outcomes with AR-based learning such as better performance in spatial structure related content 4 , improved language learning 5 , enhanced spatial abilities 6 , and improved practical skills 7 . On the other hand, author 8 found no difference in understanding physics knowledge among secondary school students who used AR. Similarly,