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The Augmented Reality (AR)‐based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self‐efficacy and conceptions of learning. This study developed an AR‐based wave‐particle duality learning application, “AROSE,” to explore the effect of AR technology on students’ self‐efficacy and conceptions of learning physics. A quasi‐experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4‐week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students’ physics learning self‐efficacy, as indicated by understanding of concepts, higher‐level cognitive skills, practice and communication; (2) guide students to be more inclined to higher‐level conceptions of learning physics rather than lower ones; and (3) stimulates students’ motivation to learn more deeply.

Most studies of Augmented Reality (AR) in education have considered students' learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self-efficacy. A total of 101 students were divided into two groups based on their mathematics learning self-efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self-efficacy to pay closer attention to higher level conceptions. It can also help higher self-efficacy students to apply more advanced strategies when learning mathematics.

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