Applying Augmented reality to enhance physics laboratory experience: does learning anxiety matter?

Augmented reality (AR) recently shows great potential to facilitate students' learning, especially their learning performance and motivation. However, few studies considered learners' emotional factors such as learning anxiety, which may influence the learning results. This study aims to e...

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Bibliographic Details
Published inInteractive learning environments Vol. 31; no. 10; pp. 6952 - 6967
Main Authors Yu, Shufan, Liu, Qingtang, Ma, Jingjing, Le, Huixiao, Ba, Shen
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 15.12.2023
Taylor & Francis Ltd
Subjects
Anxiety
Augmented reality
Learning
learning anxiety
motivation
physics education
Students
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Summary:Augmented reality (AR) recently shows great potential to facilitate students' learning, especially their learning performance and motivation. However, few studies considered learners' emotional factors such as learning anxiety, which may influence the learning results. This study aims to explore how different experimental conditions (AR & Non-AR) may affect the learning performance and motivation of students with different levels of learning anxiety. An AR-based magnetism experimental tool entitled "MagAR" was proposed to support junior high school students' physics learning. The results indicated that, when compared to traditional experimental materials, AR can effectively improve students' learning performance and motivation. Moreover, regardless of their anxiety, students in AR condition performed better on transfer test than those in Non-AR group. AR can also significantly motivate students with high anxiety. Besides, all students hold a positive attitude towards MagAR.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2022.2057547