<![CDATA[Environmental concepts such as pollutant dispersal and renewable-energy systems are difficult to observe directly, creating challenges for conceptual understanding and ecological awareness in secondary science. Although augmented reality (AR) can visualize these phenomena, limited guidance exists on how its interactivity should be aligned with different learning goals. Drawing on the ICAP framework and cognitive theory of multimedia learning, this study examined interactivity–outcome alignment through a multiple-case Research and Development design using ADDIE. Two contrasting media were developed and evaluated: low-interactivity AR flashcards for pollution targeting ecological awareness and a higher-interactivity PhET–AR flipped simulation for renewable energy targeting conceptual understanding. Cross-case analysis showed that both media were considered valid and practical and produced meaningful improvements in their targeted learning outcomes. Ecological-awareness gains were more evident in knowledge than in pro-environmental behavioral intention, while the simulation-supported case improved conceptual understanding. Rather than establishing a causal advantage of one interactivity level over another, the findings suggest that AR effectiveness depends on aligning learner interaction with the intended outcome and appropriate instructional scaffolding. The cross-case synthesis generates six testable design propositions for developing goal-aligned AR eco-visualization and provides a foundation for further comparative research in technology-enhanced science learning.]]>
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