2024 ASEE Annual Conference & Exposition

One reason that students struggle in introductory physics classes, which are often key entry points for STEM majors, is that certain topics are difficult to mentally visualize and manipulate in two dimensions. Vectors and fields, for example, are challenging in their own right, and even more so when presented using static imagery in textbooks or on whiteboards in the classroom. To address this barrier to physics learning, we developed a series of augmented reality (AR)-based environments designed to engage groups of students in explorations of physics phenomena represented in 3D space. In this paper, we present the results of a study on physics learning from the first of our AR environments, which focused on electric charges, from point charges to line and planar charges.

Our research questions and consequent evaluation methods are based on an embodied view of learning wherein all senses--including sight, sound, gesture, and social interactions--are seen as critical components contributing to students’ ongoing sense-making processes. We first present our design cycle model, an iterative process of design and research documenting undergraduate physics students’ interactions with the electric fields environment. Next, we present outcomes from student surveys completed after the learning experience. Analysis of the survey data illustrate that students' initial reactions to the environment were overwhelmingly positive, that most students felt like the experience was beneficial for their learning, and that most students strongly believe it should be used in classrooms.

In addition to the surveys, we recorded and systematically coded the interactive learning sessions. We present results from this qualitative data coding, which demonstrate that this environment creates unique affordances for learning. For example, the embodied experiences of moving one’s hand around an electric field led to new opportunities for perspective taking and modeling the directional behavior of the field. Being able to walk around the point charge and view the field in 3 dimensions further helped students understand why, for example, a positive charge released from rest might take a curvilinear velocity path away from a positive electric field rather than a linear one.

We conclude with implications for the utilization of AR technology in physics education, as well as implications for further research on active and embodied learning in STEM.