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Authors: Sebastian Kapp 1 ; Michael Thees 1 ; Fabian Beil 1 ; Thomas Weatherby 2 ; Jan-Philipp Burde 3 ; Thomas Wilhelm 2 and Jochen Kuhn 1

Affiliations: 1 Physics Education Research Group, TU Kaiserslautern, Erwin-Schrödinger-Str. 46, Kaiserslautern, Germany ; 2 Department for Physics Education Research, Goethe-University Frankfurt, Max-von-Laue-Str. 1, Frankfurt am Main, Germany ; 3 Physics Education Research Group, Eberhard Karls University Tübingen, Auf der Morgenstelle 14, Tübingen, Germany

ISBN: 978-989-758-417-6

Keyword(s): Augmented Reality, Physics Laboratory Experiments, Cognitive Load, Split-attention Effect, Inquiry Learning.

Abstract: The use of augmented reality (AR) in inquiry-based learning has become of increasing interest to researchers. Recent studies highlight the benefits of AR in various instructional scenarios concerning knowledge acquisition and cognitive load compared to traditional settings. Particularly in the context of physics laboratory experiments, previous research examined the context of simple electrical circuits. However, results were limited to laboratory studies and showed contrasting impacts on knowledge acquisition. While one study reported a higher knowledge acquisition in a tablet-based AR setting, another study reported a higher knowledge acquisition and a reduction in extraneous cognitive load in a two-dimensional non-AR setting compared to a smartglasses-based AR setting. Consequently, the importance of context specific aspects must be considered more deeply. In this study we present a randomized controlled trial in a graded physics laboratory course evaluating the effects of a smartg lasses-based AR environment on cognitive load and conceptual knowledge acquisition compared to a two-dimensional non-AR setting. The sample consists of a total of N = 56 students in two groups performing a set of eight traditional inquiry-based experiments exploring the relationships in basic circuit theory. While both groups reported low extraneous cognitive load and achieved a significant knowledge acquisition, no group differences were detected. (More)

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Paper citation in several formats:
Kapp, S.; Thees, M.; Beil, F.; Weatherby, T.; Burde, J.; Wilhelm, T. and Kuhn, J. (2020). The Effects of Augmented Reality: A Comparative Study in an Undergraduate Physics Laboratory Course.In Proceedings of the 12th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-417-6, pages 197-206. DOI: 10.5220/0009793001970206

@conference{csedu20,
author={Sebastian Kapp. and Michael Thees. and Fabian Beil. and Thomas Weatherby. and Jan{-}Philipp Burde. and Thomas Wilhelm. and Jochen Kuhn.},
title={The Effects of Augmented Reality: A Comparative Study in an Undergraduate Physics Laboratory Course},
booktitle={Proceedings of the 12th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2020},
pages={197-206},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0009793001970206},
isbn={978-989-758-417-6},
}

TY - CONF

JO - Proceedings of the 12th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - The Effects of Augmented Reality: A Comparative Study in an Undergraduate Physics Laboratory Course
SN - 978-989-758-417-6
AU - Kapp, S.
AU - Thees, M.
AU - Beil, F.
AU - Weatherby, T.
AU - Burde, J.
AU - Wilhelm, T.
AU - Kuhn, J.
PY - 2020
SP - 197
EP - 206
DO - 10.5220/0009793001970206

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