Augmented reality constitutes a technology-enhanced learning environment that integrates digital 3D representations with real-world contexts, thereby offering multimodal, concrete supports for students’ understanding of complex and abstract scientific concepts. The current study investigated the effects of AR technology on teaching science concepts related to electric circuit components and body systems to three male secondary students with autism spectrum disorder aged 13–14 years. A multiple-probe design across participants was employed to evaluate an AR-delivered discrete trial intervention. Results showed that all students acquired, maintained, and generalized the targeted science concepts. Students also improved their knowledge of non-targeted information and rated the AR intervention as highly acceptable and enjoyable. The findings are discussed in relation to Universal Design for Learning and the potential of AR to create more accessible and motivating opportunities for students with ASD to learn science content.
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