The importance of STEM education has surged in recent years due to the increasing demand for these skills in innovative industries. However, Italian students encounter significant challenges in mastering STEM subjects, as evidenced by the annual INVALSI reports, which indicate declining proficiency. Addressing this issue necessitates reevaluating teaching approaches, aligning them with students' evolving habits, and emphasizing engaging learner-centered experiences. This study explores integrating augmented reality (AR) into STEM education through the StemUP project.

This study investigates the potential of AR to enhance STEM learning by providing interactive, real-world applications of theoretical concepts. The StemUP project leverages AR technology to create immersive learning experiences, aiming to improve student's learning performance and attitudes toward STEM subjects.

The StemUP project employs Challenge Based Learning (CBL) design to identify key research questions: improving logical, mathematical, and scientific skills through new technologies and addressing the lack of hands-on experiences in schools. A prototype for iPad devices was developed using ARKit and RealityKit frameworks. The choice to use a tablet as the target device for the AR experience was based on previous studies suggesting that, unlike smartphones, tablets promote collaboration among students in the classroom during AR activities. The prototype focused on a physics curriculum topic and was tested with seven second-grade secondary school students in a controlled experiment during a class. The learning experience was analyzed through observation, a student questionnaire, and an interview with the teacher.

StemUP transforms students' tablets into interactive pop-up labs by scanning explanatory images in their textbooks, which serve as anchors for AR experiences. This pop-up lab allows students to visualize and interact with 3D objects superimposed on their textbooks, corresponding to the explanatory images. These objects can be manipulated and respond according to fundamental physics principles, enabling personalized experiments. The AR pop-up laboratory experience stands out from other educational approaches because it allows students to interact with elements such as inclined planes, pulleys, and weights as if they were in the real world. In contrast, similar AR experiences with textbooks found in the literature typically limit students to viewing explanatory videos or animations. The decision to use AR instead of VR was driven by AR's accessibility via common devices like tablets and its ability to anchor to real elements such as book pages or different positions within the same page, thereby maintaining the learning context and enhancing student engagement.

The pilot experiment suggests the effectiveness of StemUP in enhancing student engagement and understanding of STEM concepts. Students completed various experiments efficiently and expressed increased interest in STEM subjects. The teacher reported improved confidence in explaining theoretical concepts, as the AR tool facilitated practical experimentation and critical thinking.

By providing hands-on experiences, the experiment suggests that AR can enhance the learning experience, promote collaboration, and increase student engagement.

Future research will explore the long-term effects of AR integration in STEM education and its potential to address broader educational challenges.

Keywords: AR learning experience, Technology, App design, high-school education, STEM.