While the use of experiments is important for developing students' scientific knowledge and skills, challenges may arise when teachers and students are conducting experiments in class, such as non‐reusable experimental resources, safety issues and difficulties simulating some specific effects. Augmented reality (AR) technology affords an alternative approach to conducting experiments by bringing students a virtual–real mixed learning environment. In this study, taking junior high school physics knowledge on the magnetic field as an example, we designed and developed an AR‐based mobile simulated experiment tool. This study investigates the effect of the AR‐based experiment on students' knowledge improvement and cognitive load compared with 3D and traditional experiments. A sample of 122 ninth‐grade students was randomly chosen and assigned to three groups (AR, 3D and Traditional). The results demonstrate that students in the AR group performed better than those in the 3D and Traditional groups in terms of their knowledge improvement. The AR group students also experienced the lowest cognitive load among the three groups. Moreover, students had positive perceptions about AR and 3D tools. The implications of this study are discussed.

中文翻译：

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基于增强现实的磁性实验工具对学生的知识进步和认知负荷的影响

尽管使用实验对培养学生的科学知识和技能很重要，但当老师和学生在课堂上进行实验时，可能会遇到挑战，例如不可重复使用的实验资源，安全性问题以及模拟某些特定效果的困难。增强现实（AR）技术通过为学生提供虚拟现实混合学习环境，提供了另一种进行实验的方法。在本研究中，我们以关于磁场的初中物理知识为例，设计并开发了基于AR的移动模拟实验工具。这项研究与3D和传统实验相比，研究了基于AR的实验对学生的知识进步和认知负荷的影响。随机选择了122名九年级学生的样本，并将其分为三组（AR，3D和传统）。结果表明，AR小组的学生在知识改进方面的表现优于3D和Traditional小组的学生。AR组的学生也经历了三组中最低的认知负荷。此外，学生对AR和3D工具有积极的看法。讨论了这项研究的意义。