Augmented reality in Physics education: A tool for intellectual learning
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Abstract
This study investigated the integration of augmented reality (AR) and virtual reality (VR) technologies in physics education, focusing on their potential to enhance teaching methods and address existing pedagogical challenges. A literature review, along with an experimental comparison of AR and VR-based instruction, was conducted to assess their impact on student engagement, comprehension, and retention. The findings indicated that AR significantly improved student participation and information retention, with students using AR-based resources demonstrating higher engagement and comprehension compared to those using traditional materials. The research also highlighted the need for teacher training in AR-based instruction and the value of student involvement in developing AR applications. By employing a combination of theoretical and practical teaching strategies, the study showed that AR could effectively support the visualization and problem-solving of complex physics concepts. Additionally, the study emphasized the broader applications of AR and VR technologies in fields such as medicine and engineering, suggesting the importance of continued research and investment to unlock their full educational potential while addressing accessibility challenges.
Keywords: Augmented reality; education; physics; virtual reality
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