Currently, computer‐based training systems, such as virtual laboratories (VLs), are becoming more common not only in universities but also in secondary schools. For physics, VLs are of great importance, as they allow simulating processes that cannot be seen or reproduced. Technologies such as augmented reality (AR) and virtual reality (VR) help us to create such physical visualizations. This study presents a VL, which allows users to solve various physical practical tasks or problems with the help of three‐dimensional process visualizations performed in three different ways, namely desktop VR, AR, and VR using a Leap Motion controller. This study describes in detail the functionality and implementation of a VL. As an experiment, three schools were provided with the necessary equipment and software. Fifty pupils of the 9th grade used the developed VL for half of the academic year, after which they took part in a comprehensive survey. About 88% of them found the laboratory useful for studying physics. The children were satisfied with its functionality and usability. Interviews with teachers helped us to understand which of the three visualization methods is preferable for them and children in the present environment.

中文翻译：

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物理增强和虚拟现实：哈萨克斯坦中等教育机构的经验

目前，基于计算机的培训系统，例如虚拟实验室 (VLs)，不仅在大学而且在中学中变得越来越普遍。对于物理学而言，VLs 非常重要，因为它们允许模拟无法看到或复制的过程。增强现实 (AR) 和虚拟现实 (VR) 等技术帮助我们创建此类物理可视化。这项研究提出了一个 VL，它允许用户在以三种不同方式执行的三维过程可视化的帮助下解决各种物理实际任务或问题，即桌面 VR、AR 和使用 Leap Motion 控制器的 VR。本研究详细描述了 VL 的功能和实现。作为一项实验，为三所学校提供了必要的设备和软件。50 名 9 年级学生在半学年中使用了开发的 VL，之后他们参加了一项综合调查。大约 88% 的人认为该实验室对研究物理很有用。孩子们对它的功能和可用性感到满意。与教师的访谈帮助我们了解在当前环境下，三种可视化方法中的哪一种更适合他们和儿童。