Effekte von Augmented Reality (AR) zur Visualisierung eines dynamischen Teilchenmodells – virtuelle Modelle zum Anfassen

Der Einfluss von AR in diesem Lehr‐Lern‐Setting wurde in Bezug auf Motivation, schulische Selbstwirksamkeitserwartung und Kognition (z. B. Diskontinuum) in einer achten Klasse einer Realschule mit einer Interventionsstudie im Pre‐Post‐Kontrollgruppen‐Design untersucht. Die Ergebnisse deuten darauf hin, dass AR positive Auswirkungen auf diese Aspekte des Lernens hat. Translation In this paper, the role of augmented reality (AR) as a tool in visualizing graphical representation of the particle's movements, is discussed. Interactive and dynamic 3D models of the undifferentiated particle model of the physical states were projected into reality on a three‐dimensional cube (merge cube). In contrast to classic media such as textbooks, foils, worksheets or films, dynamic processes (at the particle level) can be used with real 3D models wherever they are needed in the classroom. The influence of augmented reality (AR) in this teaching‐learning setting was examined in terms of motivation, school self‐efficacy and cognition in an eighth grade of a secondary school with an intervention study in a pre‐post control group design. The results suggest that AR has positive effects on these aspects of learning.