A brief review of augmented reality science learning

TL;DR: The Mobile AR app for Physics experiment (MARPEX) as mentioned in this paper ) is a mobile app for physics experiments using augmented reality technology, which provides rigorous information beyond conventional experiment practices and additional learning materials.

TL;DR: It was shown to increase user understanding of radiology across all age groups following a trial of the application, and shows the great potential of using digital technologies, and more particularly augmented information, in engaging future generations in science from a young age.

TL;DR: This study investigates the effectiveness of Augmented Reality (AR) technology in supporting English language learning activities for preschool children, finding AR-supported activities to be more effective than traditional methods in improving English color vocabulary levels and promoting cognitive, affective, and social progress.

TL;DR: It can be concluded that there is no significant difference between experiment class and control class based on the student’s graphical representation skill in online learning during COVID-19 pandemic.

TL;DR: In this paper, the authors make a distinction between simple temporal displacements in extension due to the repetition of primitive processes on the occasion of new problems analogous to old ones, and the temporal displacement in comprehension due to a transition from one plane of activity to another; that is, from the plane of action to that of representation.

TL;DR: The analysis shows that cognitive load is a central consideration in the design of multimedia instruction because it exceeds the learner's available cognitive capacity.

Abstract: Multimedia (as used in this book) refers to the presentation of material using both words and pictures. The case for multimedia rests in the premise that learners can better understand an explanation when it is presented in words and pictures than when it is presented in words alone. Multimedia messages can be described in terms of the delivery media (e.g., amplified speaker and computer screen), presentation mode (e.g., words and pictures), or sensory modalities (e.g., auditory and visual). The process of multimedia learning can be viewed as information acquisition (in which multimedia messages are information delivery vehicles) or as knowledge construction (in which multimedia messages are aids to sense making). Three possible learning outcomes are no learning (as indicated by poor retention and poor transfer performance), rote learning (as indicated by good retention and poor retention performance), and meaningful learning (as indicated by good retention and transfer performance). Meaningful learning outcomes depend on the cognitive activity of the learner during learning rather than on the learner's behavioral activity during learning . WHAT IS MULTIMEDIA? The term multimedia means different things to different people. For some people, multimedia means that a person sits at a computer terminal and receives a presentation consisting of on-screen text, on-screen graphics or animation, and sounds coming from the computer's speakers – as with an on-line multimedia encyclopedia. For some people, multimedia means a “live” presentation in which a group of people seated in a room views images presented on one or more screens and hears music or other sounds presented via speakers.

TL;DR: Viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers, and certain features and affordances of AR systems and applications are identified.