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The Augmented Reality (AR)‐based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners' self‐efficacy and conceptions of learning. This study developed an AR‐based wave‐particle duality learning application, "AROSE," to explore the effect of AR technology on students' self‐efficacy and conceptions of learning physics. A quasi‐experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4‐week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students' physics learning self‐efficacy, as indicated by understanding of concepts, higher‐level cognitive skills, practice and communication; (2) guide students to be more inclined to higher‐level conceptions of learning physics rather than lower ones; and (3) stimulates students' motivation to learn more deeply. [ABSTRACT FROM AUTHOR]

The development of Augmented Reality technologies has enabled students to learn in an environment that combines learning resources from the real and digital world. This paper integrates three mobile Augmented Reality-based applications into a series of mathematics lessons on probabilities in a junior high school. This paper aims to examine how mobile AR-based learning applications affect students' learning gains through ANCOVA. Moreover, students' attitudes towards the applications are discussed. The participants are 68 junior high school students. The experimental results show that the mobile AR-based applications would be helpful for students' learning gains in the topic of probability. Students' attitude towards the AR applications in this series of lessons was positive. Overall, it was found that mobile AR-based learning applications have positive effects on junior high students learning mathematics. [ABSTRACT FROM AUTHOR]

Most studies of Augmented Reality (AR) in education have considered students' learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self‐efficacy. A total of 101 students were divided into two groups based on their mathematics learning self‐efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self‐efficacy to pay closer attention to higher level conceptions. It can also help higher self‐efficacy students to apply more advanced strategies when learning mathematics. [ABSTRACT FROM AUTHOR]