[Paper Review] Using technology of augmented reality in a mobile-based learning environment of the higher educational institution

Yevhenii O. Modlo, Yuliia V. Yechkalo+2 more|arXiv (Cornell University)|Jul 23, 2018

Augmented Reality Applications4 references3 citations

TL;DR

This paper proposes an augmented reality (AR)-based mobile learning system for higher education, particularly in physics, to enhance experiential and cognitive engagement. By integrating AR objects into mobile devices, the system enables interactive, real-time experimentation with virtual physical systems, improving realism, emotional engagement, and accurate information delivery during lab-like activities.

ABSTRACT

The definition of the augmented reality concept is based on the analysis of scientific publications. It is noted that online experiments with augmented reality provide students with the opportunity to observe and describe the operation with real systems by changing their parameters, and also partially replace experimental installations with objects of augmented reality. The scheme for realizing the augmented reality is considered. The possibilities of working with augmented reality objects in teaching physics is highlighted. It is indicated that the use of the augmented reality tools allows to increase the realness of the research; provides emotional and cognitive experience, helps attract students to systematic training; provides correct information about the installation in the process of experimentation; creates new ways of representing real objects in the learning process.

Motivation & Objective

• To investigate the integration of augmented reality (AR) into mobile-based learning environments in higher education.
• To address the limitations of traditional physics labs by offering interactive, real-time experimentation with virtual systems.
• To enhance student engagement and understanding through immersive, emotionally resonant, and cognitively stimulating learning experiences.
• To evaluate the potential of AR to replace or supplement physical experimental setups in educational settings.
• To develop a framework for implementing AR tools in teaching physics with accurate, dynamic feedback during virtual experiments.

Proposed method

• The study analyzes existing scientific literature to define the core concept of augmented reality in educational contexts.
• A conceptual framework for AR implementation in mobile learning environments is developed, focusing on real-time interaction with virtual physical systems.
• The system enables users to manipulate virtual objects via mobile devices, simulating real-world experimental conditions.
• AR objects are designed to reflect real physical behaviors and properties, allowing students to observe and modify parameters dynamically.
• The implementation supports real-time feedback, ensuring accurate representation of physical laws during virtual experimentation.
• The approach emphasizes emotional and cognitive engagement by simulating realistic experimental scenarios through mobile AR interfaces.

Experimental results

Research questions

• RQ1 How can augmented reality be effectively integrated into mobile-based learning environments in higher education?
• RQ2 To what extent does AR enhance the realism and engagement of physics experiments in educational settings?
• RQ3 Can AR-based simulations replace or supplement traditional physical experimental setups in university-level physics courses?
• RQ4 What are the key pedagogical benefits of using AR for teaching physics concepts compared to conventional methods?
• RQ5 How does AR support accurate, real-time information delivery during virtual experimentation in mobile learning environments?

Key findings

• AR-based mobile learning increases the realism of experimental experiences by enabling dynamic manipulation of virtual physical systems.
• Students gain enhanced emotional and cognitive engagement through interactive, immersive simulations that mirror real lab work.
• The system provides accurate, real-time feedback about experimental setups, reducing errors and improving conceptual understanding.
• AR tools allow partial replacement of physical experimental installations with virtual counterparts, reducing resource dependency.
• The approach creates new, more intuitive ways to represent physical objects and processes in educational contexts.
• The framework supports systematic training by maintaining consistent, correct information during experimentation, fostering reliable learning outcomes.