Gregor Torkar

This study examines how lower secondary school students understand the circulatory system, using the structure-behavior-function (SBF) framework for conceptual representation. It confirms that the use of augmented reality (AR) can help lower secondary school students understand the complexity of the circulatory system. The group using AR-supported instructional materials showed statistically significant better improvements in their knowledge of the circulatory system, including all three components of the SBF framework.