Using Augmented Reality for Teaching Physics.

Using Augmented Reality

for Teaching Physics

Somsak Techakosita, Assoc. Prof. Dr. Prachaynun Nilsookb aKasetsart University Laboratory School Center for Educational Research and Development

bFaculty of Technical Education King Mongkut’s University of Technology North Bangkok.

http://light.ifmo.ru/en/public_lectures/

Physics gives us powerful tools to help us to express our creativity, to see the world in

new ways and then to change it. (Cornell University, 2011)

There is a significant gap between the learning obtained by students and what teachers

expect. (Zuza and Guisasola,2014)

http://www.queensu.ca/gazette/taxonomy/term/10?page=2

http://web.mit.edu/8.02t/www/802TEAL3D/visualizations/faraday/SolenoidUp/SolenoidUp.htm

Students experience difficulties in learning physics because they must fully understand concepts and principles of the physical world that are sometimes impossible to see.

(Dori et. al.,2003)

http://www.globalspec.com/FeaturedProducts/Detail/CSTComputerSimulationT

echnology/UserFriendly_Design_Environment_for_EM_Simulation/253746/0

Computer simulations may be used as an alternative instructional tool, in order to help students confront their cognitive constraints and develop functional understanding of physics. (Jimoyiannis and Komis, 2001)

Virtual Reality

(Ronald T. Azuma, 1997)

http://www.neatorama.com/2007/05/28/the-holodeck-is-here-cave-virtual-reality/

Augmented Reality: AR

(Ronald T. Azuma, 1997)

http://sukunya055.files.wordpress.com/2013/09/ar-04.jpg

(a) engage, stimulate, and motivate students to explore class materials

from different angles

(b) help teach subjects where students could not feasibly gain real-world

first-hand experience (e.g. astronomy and geography)

(c) enhance collaboration between students and instructors and among

students

(d) foster student creativity and imagination

(e) help students take control of their learning at their own pace and

on their own path

(f) create an authentic learning environment suitable to various

learning styles

The potential of Augmented Reality for Education:

Yuen, Yaoyuneyong and Johnson (2011)

Research Objectives

To study the outcome of using learning and

teaching materials based on AR on the topic of

Electromagnetism.

Research Methodology

The developed prototype of learning and

teaching materials based on Augmented Reality

on the topic of Electromagnetism is Marker

based AR.

Research Methodology

The 15 participants consisted of 4 lecturers of

the Department of Science Education, Faculty of

Education and 11 senior high school teachers

who teach Physics.

The researcher describes the process of

Augmented Reality and introduces prototype to

the participants. Then, the participants tried

using the prototype.

Research Methodology

The participants assessed the prototype of learning

and teaching materials based on Augmented Reality

on the topic of Electromagnetism with the developed

assessment form of Sumadio and Rambli (2010);

Kerawalla, Luckin, Seljeflot and Woolard (2006).

The outcomes of implementing the prototype of

learning and teaching materials based on

Augmented Reality on the topic of Electromagnetism

were analyzed by mean ( ) and standard deviation

(SD), which is based on five-point Likert rating

scale.

X

Research Result

The experience in using Augmented Reality of the participants.

9 participants

6 participants

Research Result Issues SD Propriety

1. Simplicity to use 4.20 0.75 high

2. Convenience to use anywhere 4.07 0.68 high

3 Convenience to use anytime 3.93 0.68 high

4. Propriety for learning and teaching 4.60 0.49 highest

5. Taking shorter time to understand 4.27 0.68 highest

6. Understanding better about studies 4.40 0.49 highest

7. Encouraging to learn and learn more 4.60 0.49 highest

8. Being able to show scientific principles correctly. 4.67 0.60 highest

9. Having flexibility that can be applied in any context.

4.33 0.79 highest

10. Users can interact with a prototype. 4.40 0.95 highest

11. Being able to use for learning and teaching 4.33 0.70 highest

X

Discussion Kerawalla, Luckin, Seljeflot and Woolard (2006) mentioned

four design requirements that need to be considered if AR

is to be successfully adopted into classroom practice.

(a) Flexible content that teachers can adapt to the needs

of their children,

(b) guided exploration so learning opportunities can be

maximised,

(c) in a limited time,

(d) attention to the needs of institutional and curricular

requirements.

Discussion

• Scientificity: The content of AR based experiment must obey

the scientific principles, reflect the scientific facts, and AR

applications must take into account the nature and constraints

of the institutional context into which it is to be introduced;

• Flexibility: The content of AR based experiment must be

flexible so that teachers can adapt it to the needs of different

curriculum and individual students;

• Interactivity: It should be possible to control the

process of AR based experiment and to add or remove

elements, so that the result of experiment will be different

according to different operation.

Pengcheng, Mingquan and Xuesong (2011) suggested that

successful learning and teaching materials based on AR as

follows:

Discussion

• Scientificity: The content of AR based experiment must obey

the scientific principles, reflect the scientific facts, and AR

applications must take into account the nature and constraints

of the institutional context into which it is to be introduced;

• Flexibility: The content of AR based experiment must be

flexible so that teachers can adapt it to the needs of different

curriculum and individual students;

• Interactivity: It should be possible to control the

process of AR based experiment and to add or remove

elements, so that the result of experiment will be different

according to different operation.

Pengcheng, Mingquan and Xuesong (2011) suggested that

successful learning and teaching materials based on AR as

follows:

e-mail: [email protected]