Methodology of using interactive visualization through augmented reality in teaching physics

Abstract

A learning environment based on augmented reality (AR) not only gives teachers new ways to present learning materials, but also allows students to interact with the material on their own. Previous studies have shown that AR has many benefits in education; however, few have focused on the mechanisms behind research motivation, such as the effects of AR on students' self-efficacy and learning concepts.  The data collection tools included the “Physics Achievement Test” and the “Students' Motivation to Study Physics” scale. The novelty of the study is to compare and contrast virtual laboratory learning environments with augmented reality learning environments. The results of the study showed that teaching with AR applications had a significant effect on students' academic achievement in learning physics. This shows that teaching with AR applications is an effective educational approach to increase the physics knowledge of 11th grade students. Although augmented reality and virtual labs are innovative technologies that have the potential to enhance the learning experience, experimental research shows that augmented reality is more effective than virtual labs in developing students' critical thinking skills in high school physics classes.