Misconceptions in Planetary Geography: A Formative Expert Evaluation of a Serious Game Integrating Augmented Reality and Artificial Intelligence

Geography education increasingly requires planetary-scale reasoning but teachers often lack tools to make abstract concepts—such as the greenhouse effect—accessible to young learners. This study evaluates AcademIa of ARistarchus, an artificial intelligence/augmented reality (AR) hybrid serious game developed through design-based research (DBR) that positions planetary geography as a pedagogical lens. By extending core geographical concepts into planetary con-texts, the tool helps students understand Earth as a complex system. A purposive panel of six experts evaluated the prototype through a structured walkthrough informed by adapted game us-er experience satisfaction scale and handheld augmented reality usability scale, semi-structured interviews, and a targeted review of documented misconceptions. Initial quantitative feedback using a 5-point Likert instrument showed consistent agreement (above 4.0) across engagement, usability, and perceived learning value. Qualitative findings indicated that comparative planetology—contrasting Earth, Venus, and Mars—makes the greenhouse effect more tangible, while AR visualisations address key challenges related to scale. The rule-based feedback agent, Aristarchus, further supports conceptual change by diagnosing misconceptions. Expert feedback led to concrete refinements, including improved instructional videos. Overall, the study proposes a transferable model for scaffolding macroscale spatial reasoning and operationalising comparative analysis as a mode of geographical inquiry. Rather than claiming definitive effectiveness, this formative evaluation demonstrates how DBR-driven expert review can systematically inform de-sign prior to classroom implementation, offering a replicable protocol for technology-enhanced geography interventions.