摘要：Research on learning about science has revealed that students often hold robust misconceptions about a number of scientific ideas. Digital simulation and dynamic visualization tools have helped to ameliorate these learning challenges by providing scaffolding to understand various aspects of the phenomenon. In this study we hypothesize that students acquire a more accurate understanding of the Bernoullis principle, a challenging science concept, by interacting with an augmented reality (AR) device. We show that even given a short period for investigation in a science museum, students in the AR condition demonstrate significantly greater gains in knowledge over students in the non-AR condition. Through interview responses, we further show that the AR affords greater ability to visualize details and hidden information to help students learn the science.
