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The use of Augmented Reality (AR) in inquiry-based learning scenarios is increasingly gaining interest in research with recent studies highlighting advantages in various learning scenarios. In particular the effects of AR on the learning gain and the cognitive load regarding electrical circuits in physics laboratory courses have recently been investigated. However, this research focused on more clinical studies and therefore might be limited in its ecological validity with regards to practical use. These studies also showed contrasting results with one study reporting a higher knowledge acquisition in a tablet-based AR setting while another study reported a higher knowledge acquisition and a reduction in extraneous cognitive load in a two-dimensional non-AR setting compared to a smartglasses-based AR environment. Consequently, the importance of context specific aspects must be considered more deeply. We present a randomized controlled trial in a graded physics laboratory course evaluating the effects of a smartglasses-based AR environment on cognitive load and conceptual knowledge acquisition compared to a two-dimensional non-AR setting while also exploring affective variables. The sample consists of a total of \(N=56\) students in two groups performing a set of eight traditional inquiry-based experiments exploring the relationships in basic circuit theory. Both groups showed no differences in cognitive load or knowledge acquisition and no differences regarding their affective state before or during the experiment. However, both groups achieved significant learning gains which is not guaranteed. While these results contrast previous research showing benefits of AR, they do not rule out AR being beneficial in other cases.

Learning is known to be a highly individual process affected by learners’ individual previous experience and self-directed action. Especially during laboratory courses in university science, technology, engineering and mathematics (STEM) education, all channels of knowledge construction become relevant: students have to match their theoretical background with experimental hands-on experience, leading to an intensive interaction between theory and experiment. Realizing augmented reality scenarios with see-through smartglasses allows to display information directly in the user’s field of view and creates a wearable educational technology, providing learners with active access to various kinds of additional information while keeping their hands free. The framework presented here describes the use of augmented reality learning environments in introductory STEM laboratory courses aiming to provide students additional information and real-time feedback while sustaining their autonomy and the authenticity of their action. Based on principles of the cognitive-affective theory of learning with media (CATLM), we hypothesize that this tool can structure students’ hands-on experiences and guides their attention to cue points of knowledge construction.