Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning

Abstract

The Augmented Reality (AR)‐based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self‐efficacy and conceptions of learning. This study developed an AR‐based wave‐particle duality learning application, “AROSE,” to explore the effect of AR technology on students’ self‐efficacy and conceptions of learning physics. A quasi‐experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4‐week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students’ physics learning self‐efficacy, as indicated by understanding of concepts, higher‐level cognitive skills, practice and communication; (2) guide students to be more inclined to higher‐level conceptions of learning physics rather than lower ones; and (3) stimulates students’ motivation to learn more deeply.

PrismAR: A Mobile Augmented Reality Mathematics Card Game for Learning Prism

“…Recently, there has been a rise in interest in augmented reality technology for educational purposes [10]. [11] describe how implementing AR can boost student's selfefficacy in learning, increase their motivation and enable them to be more receptive to higher-level ideas. A study by [12] indicates that AR can improve the learning experience by allowing students to learn by physical exploration rather than through conventional classroom instruction.…”

A Spherical Video-Based Immersive Virtual Reality Learning System to Support Landscape Architecture Students’ Learning Performance during the COVID-19 Era

“…With the maturity of VR technology, several experts have started to integrate it into classroom teaching. VR technology has been applied to many disciplines, and its application value and feasibility have also been proved by studies, for example, in STEM education [8], EFL students' English learning [9], geoscience [10], medical education [11], and physics [12]. The adoption of VR in education has brought about enormous changes to teaching and learning in many disciplines.…”

Revisão de Literatura Sobre o Uso da Realidade Aumentada no Ensino de Química

“…Inúmeros benefícios são apontados quando a RA é utilizada como ferramenta de apoio às metodologias de ensino (PRIBEANU et al, 2017). Ela oportuniza a educadores o fornecimento de novas formas de apresentação de materiais de aprendizagem, e a estudantes a possibilidade de interagirem espontaneamente com esses materiais (CAI et al, 2021). Permitindo, também, que o processo de percepção e de memorização do conteúdo educacional seja simplificado, aprimorando a habilidade de raciocínio espacial e abstrato (KONONOVA et al, 2019).…”

“…Önal e Önal (2021), por sua vez, utilizaram a RA no ensino de Astronomia, e Celik et al (2020) projetaram e desenvolveram um aplicativo de RA para auxiliar no ensino de Biologia, contemplando interações com a estrutura anatômica do coração. Inúmeras pesquisas envolvendo a RA também estão sendo realizadas em disciplinas como História (AZRINA et al, 2021), Geografia (ADEDOKUN-SHITTU et al, 2020), Matemática (VELÁZQUEZ e MÉNDEZ, 2021), Física (CAI et al, 2021) e Química (ZHANG et al, 2021).…”