Using Augmented Reality in K-12 Education: An Indicative Platform for Teaching Physics

• Published in: Information (Basel) Vol. 13; no. 7; p. 336
• Main Authors: Volioti, Christina, Keramopoulos, Euclid, Sapounidis, Theodosios, Melisidis, Konstantinos, Zafeiropoulou, Maria, Sotiriou, Charalampos, Spiridis, Vladimiros
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.07.2022
• Subjects: Astronomy; Augmented reality; Cognitive style; Education; Educational technology; Experiments; game-based learning; Inquiry method; K-12 education; Knowledge; Learning; Physics; Problem solving; Robots; Science education; Secondary schools; STEM education; Students; Teachers; Teaching methods; usability; User experience; User groups
• ISSN: 2078-2489; 2078-2489
• DOI: 10.3390/info13070336

Augmented Reality (AR) could provide key benefits in education and create a richer user experience by increasing the motivation and engagement of the students. To this end, the current paper presents a system with three AR applications for teaching physics in the fifth and sixth grades of primary school and in the first grade of secondary school, and the ultimate goal is the development of a unified platform that covers the subject of physics in all classes of K-12 education. The platform provides a useful tool to familiarize both teachers and pupils with AR technologies, aiming to improve the learning and teaching experience and to enhance their skills. The developed system is evaluated in terms of usability, gamification and willingness of the teachers to incorporate this technology into the teaching process. A total of 314 users participated in the research, where they were divided into three user groups: (i) teachers (N = 15), (ii) pupils (N = 189) and (iii) computer science students (N = 110). The outcomes were satisfactory, revealing that the gamified AR applications are easy to use, and teachers are interested in using these AR applications in their classrooms.