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ERIC Number: EJ1040149
Record Type: Journal
Publication Date: 2014-Jan
Pages: 7
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-8756-3894
Making the Invisible Visible in Science Museums through Augmented Reality Devices
Yoon, Susan A.; Wang, Joyce
TechTrends: Linking Research and Practice to Improve Learning, v58 n1 p49-55 Jan 2014
Despite the potential of augmented reality (AR) in enabling students to construct new understanding, little is known about how the processes and interactions with the multimedia lead to increased learning. This study seeks to explore the affordances of an AR tool on learning that is focused on the science concept of magnets and magnetic fields. Seventy students in grades 5 through 7 participated in the study in a non- AR or AR condition. Findings showed that students in the AR condition interacted with the magnets significantly longer and demonstrated higher amounts of teamwork. In interviews, students identified five affordances of the AR on learning that are closely related to the literature on dynamic visualizations, such as the ability to visualize invisible phenomenon and scaffolds that focus attention on relevant information.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 5; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A