3 research outputs found
Augmented Reality Technology in Teaching about Physics: A systematic review of opportunities and challenges
The use of augmented reality (AR) allows for the integration of digital
information onto our perception of the physical world. In this article, we
present a comprehensive review of previously published literature on the
implementation of augmented reality in physics education, at the school and the
university level. Our review includes an analysis of 96 papers from the Scopus
and Eric databases, all of which were published between January 1st, 2012 and
January 1st, 2023. We evaluated how AR has been used for facilitating learning
about physics. Potential AR-based learning activities for different physics
topics have been summarized and opportunities, as well as challenges associated
with AR-based learning of physics have been reported. It has been shown that AR
technologies may facilitate physics learning by: providing complementary
visualizations, optimizing cognitive load, allowing for haptic learning,
reducing task completion time and promoting collaborative inquiry. The
potential disadvantages of using AR in physics teaching are mainly related to
the shortcomings of software and hardware technologies (e.g., camera freeze,
visualization delay) and extraneous cognitive load (e.g., paying more attention
to secondary details than to constructing target knowledge)
Lunar Observation Support System Using Smartphone AR for Astronomy Education
It is possible to improve learnersâ?? understanding of the concept of lunar phases by using Observation based Learning (OBL). In this research, Smartphone Augmented Reality (AR) technology was used to develop a multi-viewpoint AR-based mobile learning (M-VARML) system for moon observation that can be used in the real world environment. An experiment was conducted to evaluate the usefulness of our system. Participants were given five moon observation tasks, which they had to perform manually and using the M-VARML system. After each task, they were given follow-up questionnaires on the usefulness of the functions in the system. Finally, they were asked about the operational usability and the effect our system had in motivating them to pursue lunar observation. The results show that the M-VARML system is effective in improving the observation and learning of students and in enhancing their motivation to pursue lunar learning
Lunar Observation Support System Using Smartphone AR for Astronomy Education
It is possible to improve learnersâ?? understanding of the concept of lunar phases by using Observation based Learning (OBL). In this research, Smartphone Augmented Reality (AR) technology was used to develop a multi-viewpoint AR-based mobile learning (M-VARML) system for moon observation that can be used in the real world environment. An experiment was conducted to evaluate the usefulness of our system. Participants were given five moon observation tasks, which they had to perform manually and using the M-VARML system. After each task, they were given follow-up questionnaires on the usefulness of the functions in the system. Finally, they were asked about the operational usability and the effect our system had in motivating them to pursue lunar observation. The results show that the M-VARML system is effective in improving the observation and learning of students and in enhancing their motivation to pursue lunar learning