ACM SIGGRAPH Computer Graphics
The Representation of Virtual Reality in Education
Education and Information Technologies
Virtual and augmented reality as spatial ability training tools
CHINZ '06 Proceedings of the 7th ACM SIGCHI New Zealand chapter's international conference on Computer-human interaction: design centered HCI
Flow on the net-detecting Web users' positive affects and their flow states
Computers in Human Behavior
Educational virtual environments: A ten-year review of empirical research (1999-2009)
Computers & Education
The effect of simulation games on the learning of computational problem solving
Computers & Education
New technology trends in education: Seven years of forecasts and convergence
Computers & Education
Augmented Reality for the Improvement of Remote Laboratories: An Augmented Remote Laboratory
IEEE Transactions on Education
Current status, opportunities and challenges of augmented reality in education
Computers & Education
Designing augmented reality for the classroom
Computers & Education
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Educational researchers have recognized Augmented Reality (AR) as a technology with great potential to impact affective and cognitive learning outcomes. However, very little work has been carried out to substantiate these claims. The purpose of this study was to assess to which extent an AR learning application affects learners' level of enjoyment and learning effectiveness. The study followed an experimental/control group design using the type of the application (AR-based, web-based) as independent variable. 64 high school students were randomly assigned to the experimental or control group to learn the basic principles of electromagnetism. The participants' knowledge acquisition was evaluated by comparing pre- and post-tests. The participants' level overall-state perception on flow was measured with the Flow State Scale and their flow states were monitored throughout the learning activity. Finally, participants' perceptions of benefits and difficulties of using the augmented reality application in this study were qualitatively identified. The results showed that the augmented reality approach was more effective in promoting students' knowledge of electromagnetic concepts and phenomena. The analysis also indicated that the augmented reality application led participants to reach higher flow experience levels than those achieved by users of the web-based application. However, not all the factors seem to have influence on learners' flow state, this study found that they were limited to: concentration, distorted sense of time, sense of control, clearer direct feedback, and autotelic experience. A deeper analysis of the flow process showed that neither of the groups reported being in flow in those tasks that were very easy or too difficult. However, for those tasks that were not perceived as difficult and included visualization clues, the experimental group showed higher levels of flow that the control group. The study suggests that augmented reality can be exploited as an effective learning environment for learning the basic principles of electromagnetism at high school provided that learning designers strike a careful balance between AR support and task difficulty.