Abstract
While augmented reality (AR) technology has shown the potential to facilitate students’ hands-on activities, few studies have explored its effectiveness in acoustic topics. This paper introduces an AR-based application for learning about the Doppler effect and investigates its educational effectiveness on students’ learning achievement, interest, and attitude compared to a two-dimensional (2D) learning tool. Eighty-five junior high school students participated in our study, and they were randomly assigned to two groups (AR: n = 44, 2D: n = 41). The results revealed that students in the AR group outperformed those in the 2D group in terms of their learning achievement and interest. Both groups showed positive attitude toward the Doppler class and physics learning. Moreover, students presented a high level of cognitive perception toward the AR learning tool. This study provides a case for the application of AR in acoustics learning.
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The collected and analyzed data during the current study are available from the corresponding author on reasonable request.
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This work was supported by the China Scholarship Council (No. 202106770025), Fundamental Research Funds for the Central Universities of China (No. 2022YBZZ025), National Natural Science Foundation of China (No. 62277021), and Humanities and Social Sciences Research Project of the Ministry of Education of China (No. 22YJAZH067).
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Yu, S., Liu, Q., Liu, J. et al. Integrating augmented reality into acoustics learning and examining its effectiveness: a case study of Doppler effect. Educ Inf Technol 29, 6319–6340 (2024). https://doi.org/10.1007/s10639-023-12091-y
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DOI: https://doi.org/10.1007/s10639-023-12091-y