Abstract:
Augmented reality (AR) practices and technologies have the potential to redefine aspects of education, including laboratory work. AR tools
provide an easy and cost-effective solution for helping students overcome the
constraints imposed by online education. However, research into the utility of
AR applications in 8th grade Physics lessons is limited and non-existent in a
Kazakhstani context. Furthermore, most experiments use static or 2D images
that repeat the same information without laying over additional information.
The article demonstrates the use of an AR application in Physics lessons at the
Lyceum School No. 85 in Nur-Sultan city, Kazakhstan. The AR application includes an interactive 3D model of circuits and circuit components that can be
viewed, manipulated, and explored. The AR application helps students learn
about circuits through tactile interaction with the circuit components without
having to rely on expensive, time-consuming, and dangerous experiments and
equipment. The results show that the use of interactive 3D models improves
student learning outcomes in Physics and positively impacts student attitudes
towards the adoption of AR technology in classrooms. The findings reflect
strong improvements in retention and understanding of physics concepts over
traditional instruction methods. The experiment is not intended as a prescription
for augmentation but shows that AR tools can be an efficient alternative to the
risk-prone, costly laboratory environment and that such tools can be employed
to enhance learning in natural science disciplines.
