Abstract—The COVID-19 pandemic has significantly disrupted education and has instantaneously shifted education from being conducted predominately ‘face to face’ to being totally ‘online’. For most teachers, this unexpected teaching approach has impelled them into finding ways to provide the same quality of education to their students. One way of doing this is by adopting educational technologies in learning and teaching, including the use of augmented reality (AR) technology. AR technology has been integrated into the field of physics education. In this study, the effects of AR technology on understanding of the concepts of electricity in an online learning environment for 11th-grade students was investigated. Pretest and posttest were carried out in the control group and the experimental group. The results showed that AR technology improved understanding of electrical concepts for the students in the experimental group compared to the control group, with a very significant difference between both groups. This research contributes to the development of AR technology in education, especially in relation to the teaching and learning of abstract physics concepts.
Index Terms—Augmented reality, conceptual understanding, COVID-19, online learning, physics.
The authors are with the Faculty of Education, Universiti Kebangsaan Malaysia, Bandar Baru Bangi 43600, Malaysia (Corresponding author: Lilia Halim; e-mail: email@example.com, firstname.lastname@example.org, email@example.com).