The Use of Augmented Reality for Teaching Kazakhstani Students Physics Lessons

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.