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ERIC Number: EJ1125896
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1436-4522
How Augmented Reality Enables Conceptual Understanding of Challenging Science Content
Yoon, Susan; Anderson, Emma; Lin, Joyce; Elinich, Karen
Educational Technology & Society, v20 n1 p156-168 2017
Research on learning about science has revealed that students often hold robust misconceptions about a number of scientific ideas. Digital simulation and dynamic visualization tools have helped to ameliorate these learning challenges by providing scaffolding to understand various aspects of the phenomenon. In this study we hypothesize that students acquire a more accurate understanding of the Bernoulli's principle, a challenging science concept, by interacting with an augmented reality (AR) device. We show that even given a short period for investigation in a science museum, students in the AR condition demonstrate significantly greater gains in knowledge over students in the non-AR condition. Through interview responses, we further show that the AR affords greater ability to visualize details and hidden information to help students learn the science.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0741659