What Is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning?

Abstract

A systematic review of the potential of implementing augmented reality (AR) in inquiry-based learning was conducted. We considered the purposes, potential advantages, application characteristics and the effects of using AR in inquiry-based learning. The findings reveal that AR, in the context of inquiry-based learning, is mostly implemented successfully to achieve cognitive and, less often, motivational and emotional learning goals. The AR solutions have mainly been applied in the Conceptualization phase and less in the Investigation phase. The affordances of AR in the Orientation, Conclusion and Discussion phases need to be applied in further studies.

An Augmented Reality-Based Mobile Application Facilitates the Learning about the Spinal Cord

“…There are different studies focused on m-learning [2] and mobile AR [35]. However, to the best of our knowledge, few studies have been developed on mobile AR technologies for human anatomy education.…”

Augmented Reality for Presenting Real-Time Data During Students’ Laboratory Work: Comparing a Head-Mounted Display With a Separate Display

“…This technology enables instructors to integrate virtual information (e.g., measurement data) into the real 3D environment (e.g., experimentation materials) while allowing for interactivity ( Milgram and Kishino, 1994 ; Azuma, 1997 ; Billinghurst and Dünser, 2012 ; Radu, 2014 ; Ibáñez and Delgado-Kloos, 2018 ). The inherent capabilities to visualize formerly invisible phenomena and abstract quantities (like heat or electricity), spatial and temporal concepts like functional relations between real components and virtual objects meet the demands of supportive educational technology ( de Jong et al, 2013 ; Renkl and Scheiter, 2017 ), and contribute to the implementation of Augmented Reality in science education ( Billinghurst and Dünser, 2012 ; Akçayır and Akçayır, 2017 ; Ibáñez and Delgado-Kloos, 2018 ; Pedaste et al, 2020 ). Given the possibility of visualizing real-time data and varying the spatial arrangement of information in 3D, AR-supported learning settings can meet design principles derived from established theories of multimedia information processing ( Mayer, 2014 ): especially the principles of spatial and temporal contiguity ( Mayer and Fiorella, 2014 ) can be addressed by the technical options (e.g., Bujak et al, 2013 ; Radu, 2014 ; Altmeyer et al, 2020 ; Garzón et al, 2020 ; Thees et al, 2020 ).…”

“…Given the possibility of visualizing real-time data and varying the spatial arrangement of information in 3D, AR-supported learning settings can meet design principles derived from established theories of multimedia information processing ( Mayer, 2014 ): especially the principles of spatial and temporal contiguity ( Mayer and Fiorella, 2014 ) can be addressed by the technical options (e.g., Bujak et al, 2013 ; Radu, 2014 ; Altmeyer et al, 2020 ; Garzón et al, 2020 ; Thees et al, 2020 ). While meta-analyses have demonstrated that AR has the potential to enhance learning in different content areas ( Bacca et al, 2014 ; Radu, 2014 ; Limbu et al, 2018 ; Garzón and Acevedo, 2019 ; Garzón et al, 2020 ) and with different instructional methods, such as inquiry-based learning ( Garzón et al, 2020 ; Pedaste et al, 2020 ), they also indicated a broad variability among the considered studies.…”

“…Although AR has been successfully adopted in several studies to promote inquiry learning ( Garzón et al, 2020 ; Pedaste et al, 2020 ), only a few of them focused on learning via hands-on scientific laboratory work ( Kuhn et al, 2016 ; Ibáñez and Delgado-Kloos, 2018 ; Thees et al, 2020 ) or applied AR during the investigation phase of scientific experimentation ( Pedaste et al, 2020 ). However, it is precisely in such learning environments that AR could offer a significant advantage: the AR-based display of external symbolic representations of measured values into the physical experimental setting creates an integrated presentation format that allows for a maximum of spatial proximity between the virtual representations and real components ( Billinghurst and Dünser, 2012 ; Radu, 2014 ).…”

Smart Sensors for Augmented Electrical Experiments

“…One approach, for example, consists of supplementing traditional physics experiments with additional virtual representations [ 13 , 14 ]. Here, the use of augmented reality (AR) to present additional external representations increasingly comes into focus in educational research [ 15 , 16 , 17 , 18 ]. Using AR in laboratory settings thereby enables the integration of virtual information (e.g., measurement data) into the real environment without hindering interaction [ 18 , 19 , 20 ].…”