Primary Teachers’ Perceptions of Augmented Reality for Teaching Balanced Nutrition with Ethnoscience

Rendi Restiana Sukardi, Yeni Yuniarti, Mega Laeni, Martina Andrene Michael, Siti Supriyanti, Idah Mujahidah

Abstract

Nutritional challenges among Indonesian school-aged children persist due to limited nutrition literacy and the absence of structured, curriculum-integrated instruction. While food provision remains important, meaningful progress requires effective pedagogical strategies within primary education. However, teachers often lack access to government-endorsed, culturally relevant resources and targeted professional development. This qualitative study investigates the perceptions of six purposively selected primary teachers (three males, three females), trained in STEM and gamification, regarding the use of traditional Indonesian foods and Augmented Reality (AR) to support nutrition education. A descriptive research design was employed, with data collected through semi-structured interviews and non-participant classroom observations of science lessons incorporating game-based learning. Thematic coding and triangulation techniques enhanced analytical rigour and credibility. Findings suggest that teachers demonstrated a sound grasp of nutrient content in traditional foods—such as cassava and fish—and integrated these examples into science topics like digestion and body systems. While realia proved more effective with younger pupils, AR enabled older learners to visualise microscopic processes, including nutrient breakdown during cooking. Teachers perceived AR as fostering inquiry-based learning, promoting cultural authenticity, and aligning with Green-STEM values. They also acknowledged the influence of Generation Alpha’s digital habits and stressed the importance of age-appropriate, visually engaging approaches. This study concludes that culturally grounded AR resources, when combined with sustained teacher training, offer significant potential to enhance nutrition education in primary schools. Practical implications include the phased integration of AR-based ethnoscientific content into curricula, the use of gamified strategies to promote sustainable dietary behaviours, and further longitudinal research into the pedagogical impact of educational technology in nutrition learning.

 

Keywords

Augmented Reality, balanced nutrition, ethnoscience, primary teacher

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References

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DOI: https://doi.org/10.20961/paedagogia.v28i2.103411

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