An Empirical Study of the Use of an Augmented Reality Simulator in a Face-to-Face Physics Course
María Blanca Ibáñez, Antonio Arjona Castro, Carlos Delgado Kloos · 2017
This paper reports empirical evidence on using an augmented reality based simulator in a face-to-face learning environment. The simulator was used in a Physics course to allow students (N=112) to gain insight into the way in which magnetic fields interact with charged particles by watching in 3D the corresponding trajectories. Results suggest that augmented reality technology has a positive impact on students' motivation. It would, however, be necessary to consider reinforcement activities to improve learning effectiveness.