There are physical limitations in labs due to some concerns of space, expense and safety. These restrictions may be particularly difficult for the educational institutions in rural area.

The interactivity is defined as the extent to which users can participate in modifying the form and content of a mediated environment. In traditional science, learning can be achieved in teaching labs, where students are able to conduct experiments to transfer concepts into practice.

Lee (2010) reported that the development of early children’s perception of science has been considered to be the primary importance of children’s learning and continues to influence their further education.

According to Felder and Silverman (1988), active learners learn best by doing something before thinking and prefer group working, while reflective learners prefer to think about it quietly and work alone.

Fenrich (2006) states that instructional designers must consider learners’ learning styles when they are designing certain syllabus and material in order to achieve the maximum learning state of students.

ILS for this study was that it developed specifically for students and has established reliability and validity (Felder and Spurlin, 2005) particularly for educational settings.

Although AR are gradually being adopted to support traditional learning materials in school, visualization features of AR have been successfully used to improve spatial abilities in science and engineering (Martin-Gutierrez et al., 2010; Cuendent et al., 2013).

Each student's learning patterns may have more or less the difference, so find out the unique learning patterns of students to enhance learning efficiency is also one of the priorities for teachers to teach the students.

There are different learning style theories proposed by researchers, such as those proposed by Keefe (1987), Kolb (1984) and Felder and Silverman (1988).

In the field of education, the recognition of learning style is important for both teachers and students. Fenrich (2006) states that instructional designers must consider learners’ learning styles when they are designing certain syllabus and material in order to achieve the maximum learning state of students.

In addition, texts, images, videos and animations as well as 3D model can be used for educational AR applications (Yilmaz, 2016). Therefore, users have the opportunities to perform experiments on virtual objects by hands-on experiences in the real environment.

Learning styles are varying according to the tendency of each individual. While Campbell et al. (2003) defined learning styles as a certain specified pattern of behavior according to which the individual approaches learning experience.

Roussos (2004) mentioned that the effectiveness of children’s learning is interactivity. The interactivity is defined as the extent to which users can participate in modifying the form and content of a mediated environment.

Visualization and interaction of features in AR have been successfully used to improve spatial abilities and further help learners to understand abstract concepts (Martin-Gutierrez et al., 2010).

Augmented reality (AR) refers to technologies that enhance the sense of reality, allowing the coexistence of digital information and real environments (Azuma, 1997).