Does Augmented Reality Also Augment Knowledge Acquisition? Augmented Reality Compared to Reading in Learning About the Human Digestive System?
Joerg Zumbach, Lena von Kotzebue, Constanze Pirklbauer
Abstract
Augmented Reality (AR) has become an emerging educational technology in classroom practice and science education. While most research and contemporary meta-analyses reveal benefits with regard to knowledge acquisition and motivation of Augmented Reality–based learning environments, most of the studies lack a clear and fair control condition. In this research, we compared an AR-based learning environment with a paper-based learning environment for self-directed learning about the human digestive system. In an experiment, we examined the effects of these two conditions for knowledge acquisition, cognitive load, and experience of flow and immersion. Results reveal significantly higher outcomes in favor of the text-based instruction with regard to conceptual domain knowledge and mental representation of the human digestive system and its involved organs. Positive effects of the AR learning environment are limited to a higher experience of immersion.