Open AccessHow augmented reality enhances typical classroom experiments: examples from mechanics, electricity and optics
Author(s) -
Albert Teichrew,
Roger Erb
Publication year - 2020
Publication title -
physics education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.343
H-Index - 31
eISSN - 1361-6552
pISSN - 0031-9120
DOI - 10.1088/1361-6552/abb5b9
Subject(s) - augmented reality , computer science , virtual reality , relevance (law) , simple (philosophy) , calculator , human–computer interaction , software , plane (geometry) , through the lens metering , overlay , focus (optics) , computer graphics (images) , lens (geology) , physics , optics , geometry , mathematics , philosophy , epistemology , political science , law , programming language , operating system
Real situations are overlaid with virtual information using augmented reality technology. In a learning environment, this technology could give everyday relevance to abstract concepts. In this paper, we will show how physical structures in typical experiments can be simply augmented by virtual objects in physics classes. This is achieved by modelling objects with the GeoGebra software and overlaying visualisations of non-tangible, physical properties such as force arrows, colour-coded potential and light rays. Using the GeoGebra 3D Calculator app on a smartphone or tablet, these models can be displayed on any surface seen through the camera and dynamically adapted to real structures such as inclined planes, simple circuits or plane mirrors. As a result, elements that are normally not observable are visualised and contribute to understanding the phenomenon. Based on these ideas, further so-called augmented reality experiments can be devised from these examples. Augmenting real experiments with representations of physical concepts should enable students to see the world through the lens of a scientist and gain a deeper understanding.