PEDAGOGICAL ANALYSIS OF AUGMENTED REALITYIN THE EDUCATIONAL ENVIRONMENT DURING STUDYING PHYSICS

Abstract

The article describes an augmented reality collaborative physics study called PhysicsARLab. The augmented reality lab is hosted by a teacher, and pupils can join the lab using their mobile phones. All participants can interact with the augmented reality lab, and their actions can be observed in real-time by both the teacher and fellow pupils. To evaluate the proposed system, a user study involving 60 participants (30 female and 30 male) was conducted. The participants were ninth grade and tenth grade high school pupils, ranging from 15 to 17 years of age, with an equal distribution across the two academic groups. The study designed a combination of direct and indirect observations, along with multiple surveys, to collect both quantitative and qualitative data. The data analysis considered various perspectives, including the system's usability, the effectiveness of its collaboration functionality, and its impact on PhysicsARLab. The research findings provide insights into the usability and impact of the collaborative augmented reality PhysicsARLab environment. The results are showed on the system's effectiveness in promoting collaboration, its usability for conducting experiments, and its potential benefits for PhysicsARLab.