How Augmented Reality Enables Conceptual Understanding of Challenging Science Content

Susan Yoon, Emma Anderson, Joyce Lin, Karen Elinich, Educational Technology & Society, Jan 12, 2017
Commentary by Stephen Downes

We're on the verge of getting a deluge of papers like this: "we hypothesize that students acquire a more accurate understanding of the Bernoulli’s principle, a challenging science concept, by interacting with an augmented reality (AR) device." There's nothing wrong with that; we need to know whether games, virtual reality, augmented reality, etc., actually improve the user's understanding. But there's a caveat: if the study is going to generalize (as this one does) then it should have a large number of subjects. 58 students is not a lot of subjects (and dividing them by skin colour is utterly pointless). What I did like about the paper was the discussion of exactly how students get the Bernoulli principle wrong and how AR can address that. As a theoretical paper this is pretty interesting.

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