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.

中文翻译：

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增强现实学习物理对学生自我效能和学习观念的影响

基于增强现实（AR）的学习环境不仅为教育者提供了展示学习材料的新颖方法，而且还为学习者提供了自发与材料互动的机会。先前的研究表明，AR在教育方面具有许多优势；然而，很少有人关注促进探究动机的机制，例如AR对学习者的自我效能和学习观念的影响。这项研究开发了基于AR的波粒对偶学习应用程序“ AROSE”，以探索AR技术对学生的自我效能和学习物理学的观念的影响。采用准实验研究方法，将98名年龄在16至18岁之间的高中生随机分配到实验组和对照组。经过4周的干预，研究发现，将AR技术整合到物理​​课堂中可以（1）通过对概念的理解，更高水平的认知技能，实践和沟通来表明，学生可以提高物理学习的自我效能；（2）引导学生更倾向于较高层次的学习物理概念，而不是较低层次的概念；（3）激发学生学习的动力。