ABSTRACT

The purpose of this study is to investigate the effect of MagAR, an instructional material for teaching magnetism using augmented reality and sensing technology, on students’ academic achievement and learning process, and to identify students’ views about augmented reality. An embedded mixed-method approach was employed in this study. The study’s results suggest that AR learning environments are effective in teaching physics, and facilitate learning by adding visual and textual components to the learning process. In learning activities integrated with AR, the students were observed to participate more, appeared more comfortable, were able to answer questions related to the subject more easily, had increased self-confidence and exhibited higher academic achievement levels in physics. The results suggest that AR should not be considered as an independent learning environment for the teaching of physics, but would be more effective as supplementary to the laboratory environment.

摘要

这项研究的目的是研究MagAR（一种使用增强现实和传感技术教授磁性的教学材料）对学生的学习成绩和学习过程的影响，并确定学生对增强现实的看法。本研究采用嵌入式混合方法。研究结果表明，AR学习环境在物理教学中是有效的，并且通过在学习过程中添加视觉和文本成分来促进学习。在与AR集成的学习活动中，学生被观察到更多地参与，显得更自在，能够更轻松地回答与该主题相关的问题，增强了自信心并在物理上表现出更高的学术成就水平。