Conceptual Understanding of Electromagnetism Supported by Augmented Reality Experimentsity

科学教育的一个基本目标是支持对抽象科学概念的理解。指导性的探究式学习活动以及利用多重外部表征(MERS)的学习有助于学生对这些概念的理解。虽然MERS可以在引导式实验中支持学习者的概念理解，但这种组合的学习环境也对学生提出了很高的负担。使用MERS学习会导致大量的认知负荷，需要整合空间和时间上分离的信息。当学生同时进行实验时，认知负荷进一步增加，这取决于学生的先验知识和实验期间提供的指导水平。增强现实(AR)允许在实验期间对MERS进行空间和时间整合，从而降低整体认知负荷。在电磁学和洛伦兹力的例子背景下，我们开发了AR的潜力，成功地创造了一个优化的学习环境，将MERS和引导性实验相结合，以支持概念知识的获得和表征能力。在一系列的四项研究中，我们将考察哪些AR诱导的外部表征对支持高中生的学习最有效，以及它们在实验过程中如何与实验指导水平相互作用。在研究1中，我们将调查哪些类型的外部表征最能支持学生在高指导性实验中的概念知识和表征能力，目标是洛伦兹力的方向。在接下来的两项研究中，我们将比较学习环境，这些学习环境本应提高确定洛伦兹力大小的能力：在研究2.1中，我们将改变MERS，研究2.2将检验被证明是最佳的AR诱导表征的组合与实验指导量(高与低)的交互作用。最后，我们将把前三项实验室研究的结果转移到课堂上，重点放在方向和大小上，以测试实地条件的最佳组合(研究3)。为了更详细地了解在实验期间使用MERS成功学习的视觉和认知过程，我们将记录学生在实验过程中的眼球运动，分析学生的练习册，并在所有四项研究中评估认知负荷。我们期望这一系列研究将为如何利用仍在发展中的AR技术在科学教育中创造优化的学习环境提供重要的见解。由于电磁学的研究课题已经在国内外高中物理课程中确立，我们的研究成果将为物理和科学教育研究以及教学实践提供一个重要的和可移植的踏脚石。

A fundamental aim in science education is to support understanding of abstract scientific concepts. Guided inquiry-based learning activities as well as learning with multiple external representations (MERs)foster students’ understanding of such concepts. While MERs can support learners’ conceptual understanding during guided experimentation, this combined learning environment also poses high affordances on students. Learning with MERs induces substantial cognitive load requiring the integration of spatially and temporally separated information. When students engage in experimentation at the same time, cognitive load further increases, depending on students’ prior knowledge and the level of guidance provided during experimentation. Augmented reality (AR) allows for spatial and temporal integration of MERs during experimentation, thereby reducing the overall cognitive load. Within the example context of electromagnetism and the Lorentz force, we exploit the potential of AR to successively create an optimized learning environment that combines MERs and guided experimentation to support conceptual-knowledge acquisition and representational competence. In a series of four studies, we will examine which AR-induced external representations work best for supporting upper high-school students’ learning, and how they interact with the level of experimental guidance during experimentation. In study 1, we will investigate which types of external representations best support students’ conceptual knowledge and representational competence during experimentation with high guidance, targeting the direction of the Lorentz force. In two further studies, we will compare learning environments supposed to improve competencies in determining the magnitude of the Lorentz force: In study 2.1, we will vary the MERs, and study 2.2 will examine how the combinations of AR-induced representations proven to be best interact with the amount of experimental guidance (high vs. low). Finally, we will transfer the findings from the first three lab studies to classrooms focusing both on the direction and the magnitude in order to test the best combination of conditions in the field (study 3). To get more detailed insights into visual and cognitive processes that are responsible for successful learning with MERs during experimentation, we will record students’ eye movements during the experimentation process, analyze students’ workbooks and assess cognitive load in all four studies. We expect that this series of studies will provide major insights into how the still evolving technology of AR can be exploited to create optimized learning environments in science education. As the studied topic of electromag-netism is well established in national and international high-school physics curricula, our results will provide a major and transferrable steppingstone for physics and science education research as well as for teaching practice.