The Effects of AR-Based Physics Homework on Learning Circular Motion

Abstract

Abstract In this study, we compared the effectiveness of AR-based homework, traditional homework, and mixed-approach homework in learning about circular motion. To that end, we conducted a pretest-posttest quasi-experiment involving 135 first-year students enrolled in an introductory physics course at the University of Zagreb, Faculty of Chemical Engineering and Technology, Croatia. The students in the experimental group completed augmented reality (AR)-based homework assignments. In these assignments, their learning about circular motion was supported by a meticulously designed worksheet that included four AR-supported activities. In the mixed-approach group, students were given a homework assignment that included three AR-supported activities and one quantitative textbook problem, whereas the traditional group’s homework consisted of four quantitative textbook problems covering the same content. Findings from our study suggest that the post-treatment scores for all groups were significantly higher than the pretreatment scores, with the largest pre-post gains observed in the mixed-approach group. We conclude that combining carefully selected quantitative problems with key AR activities is the most promising approach.