Abstract
This research investigates the incorporation of AR as a novel educational resource to improve learners’ comprehension of the musculoskeletal system in Grade 9 Natural Sciences. The study was based on the difficulties encountered with traditional teaching methods, which typically depend on textbook-centred instruction and flat illustrations that restrict learners’ involvement and understanding of challenging anatomical structures. Leveraging Constructivism and Cognitive Load Theory as theoretical foundations, the research explored how AR may facilitate immersive and interactive educational experiences that enhance profound conceptual comprehension of human anatomy. A mixed-methods strategy was utilised, incorporating questionnaires, pre-tests, post-tests, semi-structured interviews, and observations to evaluate the cognitive and emotional effects of AR on learners’ performance and involvement. The results showed that AR enhanced active learning, boosted spatial comprehension, and encouraged collaboration, but technological and resource constraints limited its use. The research determines that incorporating AR into Natural Science education may significantly enhance the instruction and comprehension of abstract biological concepts when sufficiently backed by teacher training and appropriate resources.