Augmented reality technology in teaching about physics: a systematic review of opportunities and challenges

Abstract

The use of augmented reality (AR) allows for the integration of digital information onto our perception of the physical world. In this article, we present a comprehensive review of previously published literature on the implementation of augmented reality in physics education, at the school and the university level. Our review includes an analysis of 96 papers from the Scopus and Eric databases, all of which were published between January 1st, 2012 and January 1st, 2023. We evaluated how AR has been used for facilitating learning about physics. Potential AR-based learning activities for different physics topics have been summarized and opportunities, as well as challenges associated with AR-based learning of physics have been reported. It has been shown that AR technologies may facilitate physics learning by: providing complementary visualizations, optimizing cognitive load, allowing for haptic learning, reducing task completion time and promoting collaborative inquiry. The potential disadvantages of using AR in physics teaching are mainly related to the shortcomings of software and hardware technologies (e.g., camera freeze, visualization delay) and extraneous cognitive load (e.g., paying more attention to secondary details than to constructing target knowledge).

A user experience survey of an augmented reality android application for learning Coulomb’s law

“…In recent years, there has been a significant advancement in virtual and augmented reality (AR) technologies, which offer the visualization of objects in real or virtual 3D environments. AR, in particular, has been found to enhance students' motivation, engagement, and comprehension of physical phenomena [7][8][9][10].…”