Using Augmented Reality in an Inquiry-Based Physics Laboratory Course

• Published in: Computer Supported Education Vol. 1473; pp. 177 - 198
• Main Authors: Kapp, Sebastian, Thees, Michael, Beil, Fabian, Weatherby, Thomas, Burde, Jan-Philipp, Wilhelm, Thomas, Kuhn, Jochen
• Format: Book Chapter
• Language: English
• Published: Switzerland Springer International Publishing AG 2021; Springer International Publishing
• Series: Communications in Computer and Information Science
• Subjects: Augmented reality; Cognitive load; Inquiry learning; Physics laboratory experiments; Split-attention effect
• ISBN: 3030864383; 9783030864385
• ISSN: 1865-0929; 1865-0937
• DOI: 10.1007/978-3-030-86439-2_10

The use of Augmented Reality (AR) in inquiry-based learning scenarios is increasingly gaining interest in research with recent studies highlighting advantages in various learning scenarios. In particular the effects of AR on the learning gain and the cognitive load regarding electrical circuits in physics laboratory courses have recently been investigated. However, this research focused on more clinical studies and therefore might be limited in its ecological validity with regards to practical use. These studies also showed contrasting results with one study reporting a higher knowledge acquisition in a tablet-based AR setting while 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 environment. Consequently, the importance of context specific aspects must be considered more deeply. We present a randomized controlled trial in a graded physics laboratory course evaluating the effects of a smartglasses-based AR environment on cognitive load and conceptual knowledge acquisition compared to a two-dimensional non-AR setting while also exploring affective variables. The sample consists of a total of N=56 $$N=56$$ students in two groups performing a set of eight traditional inquiry-based experiments exploring the relationships in basic circuit theory. Both groups showed no differences in cognitive load or knowledge acquisition and no differences regarding their affective state before or during the experiment. However, both groups achieved significant learning gains which is not guaranteed. While these results contrast previous research showing benefits of AR, they do not rule out AR being beneficial in other cases.