Physics is a branch of science that deals with different properties of energy and matter. Most of the principles of Physics are based on Mathematics, Mechanics, Optics, Electricity, Magnetism, and Thermodynamics. It is often difficult for students to grasp concepts as they cannot visualize the phenomena, resulting in compounding the problem of lack of interest in STEM subjects. Augmented reality (AR) can be effective in providing better visualization and interaction with real‐like three‐dimensional virtual objects that can ease the learning experience. In this paper, an AR‐based learning environment is developed to help students understand concepts of the magnetic field, electric current, electromagnetic waves, Maxwell's equations, and Fleming's rules for electromagnetism. An experimental study was conducted to determine the impact of AR intervention on student's learning and critical thinking capabilities. The study was conducted among 80 engineering students, who were distributed into two different groups: the AR teaching group (N = 40) and the conventional teaching group (N = 40). The AR teaching group was instructed through the AR‐based learning environment while the conventional teaching group students were taught using a conventional teaching approach. The experimental results indicate that the AR‐based learning environment has a significant positive impact on the critical thinking and learning gain of the students. The AR experience helped the students in visualizing the abstract concepts of Physics and enhanced their understanding.

中文翻译：

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利用增强现实提高物理学生的批判性思维能力和学习成果的框架

物理学是科学的一个分支，涉及能量和物质的不同属性。物理学的大多数原理都基于数学，力学，光学，电，磁学和热力学。学生通常很难理解概念，因为他们无法形象化现象，从而加剧了对STEM学科缺乏兴趣的问题。增强现实（AR）可以有效地提供更好的可视化效果，并与可以减轻学习体验的逼真的三维虚拟对象进行交互。在本文中，开发了一个基于AR的学习环境，以帮助学生理解磁场，电流，电磁波，麦克斯韦方程和弗莱明电磁规则的概念。进行了一项实验研究，以确定AR干预对学生的学习和批判性思维能力的影响。这项研究是在80名工科学生中进行的，他们分为两个不同的小组：AR教学小组（N  = 40）和常规教学组（N  = 40）。通过基于AR的学习环境对AR教学小组进行了指导，而使用常规教学方法对常规教学小组的学生进行了教学。实验结果表明，基于AR的学习环境对学生的批判性思维和学习成果具有显着的积极影响。AR的经验帮助学生可视化了物理的抽象概念，并增进了他们的理解。