Making the Invisible Visible in Science Museums Through Augmented Reality Devices

January 1st, 2014 | RESEARCH

Despite the potential of augmented reality (AR) in enabling students to construct new understanding, little is known about how the processes and interactions with the multimedia lead to increased learning. This study seeks to explore the affordances of an AR tool on learning that is focused on the science concept of magnets and magnetic fields. Seventy students in grades 5 through 7 participated in the study in a non- AR or AR condition. Findings showed that students in the AR condition interacted with the magnets significantly longer and demonstrated higher amounts of teamwork. In interviews, students identified five affordances of the AR on learning that are closely related to the literature on dynamic visualizations, such as the ability to visualize invisible phenomenon and scaffolds that focus attention on relevant information.


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Team Members

Susan Yoon, Author, University of Pennsylvania
Joyce Wang, Author, University of Pennsylvania


Identifier Type: issn
Identifier: 8756-3894
Identifier Type: doi
Identifier: 10.1007/s11528-013-0720-7

Publication: TechTrends: Linking Research & Practice to Improve Learning
Volume: 58
Number: 1
Page(s): 49

Related URLs

EBSCO Full Text


Audience: Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science | Nature of science | Physics
Resource Type: Peer-reviewed article | Research Products
Environment Type: Games | Simulations | Interactives | Media and Technology | Museum and Science Center Programs | Public Programs