Effects of Augmented Infrared Reality Technology on Learning Achievement: Case of High School Students

• In Event: Learning With Mixed-Reality Technologies

Abstract

This study examines high school students’ science learning with an Augmented Infrared Reality (AIR) technology. The technology is a mobile application that allows students to interactively explore science phenomena covering biology, chemistry, and physics concepts. In this study, seventy ninth-grade students conducted science laboratory experiments in pairs to explore thermodynamics with the technology. Our analysis of interviews, log data, and lab reports shows that students' explanations of scientific claims did not remarkably change whereas they improved in terms of describing scientific processes with details. In addition, the learning achievement in describing scientific processes was related to the ways they interacted with different representations. The results suggest the need for providing access to multiple representations to support effective science learning.

Authors

• Cansu Tatar, North Carolina State University

• Shiyan Jiang, North Carolina State University