How mixed reality shifts visual attention and success in experimental problem solving

Sonntag, Dörte; Bodensiek, Oliver

doi:10.1103/physrevphyseducres.18.023101

Cited by 7 publications

(2 citation statements)

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“…Similarly, in the study about electrostatic phenomena by Wang, the teacher who implemented the educational intervention stated that AR materials helped the students to associate visual learning information with concrete physical objects, which made it easier for them to complete the assigned tasks [120]. Sonntag and Bodensiek showed that the AR application helped in developing conceptual understanding by guiding the students' visual attention [99].…”

Section: Electricity and Magnetismmentioning

confidence: 99%

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

Vidak,

Movre Šapić,

Mešić

et al. 2024

Eur. J. Phys.

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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).

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Section: Electricity and Magnetismmentioning

confidence: 99%

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

Vidak,

Movre Šapić,

Mešić

et al. 2024

Eur. J. Phys.

View full text Add to dashboard Cite

show abstract

“…But the benefits of using this technology to support students in lab-based activities have been largely unexplored. Now, Dörte Sonntag and Oliver Bodensiek at the Technical University of Braunschweig, Germany, demonstrate such a benefit by showing that mixed reality can increase success in experiment-related problem solving [1].…”

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confidence: 99%