Using technology of augmented reality in a mobile-based learning environment of the higher educational institution

The definition of the augmented reality concept is based on the analysis of scientific publications. It is noted that online experiments with augmented reality provide students with the opportunity to observe and describe the operation with real systems by changing their parameters, and also partially replace experimental installations with objects of augmented reality. The scheme for realizing the augmented reality is considered. The possibilities of working with augmented reality objects in teaching physics is highlighted. It is indicated that the use of the augmented reality tools allows to increase the realness of the research; provides emotional and cognitive experience, helps attract students to systematic training; provides correct information about the installation in the process of experimentation; creates new ways of representing real objects in the learning process.

💡 Research Summary

The paper investigates how augmented reality (AR) technology can be integrated into mobile‑based learning environments within higher education institutions to enhance the teaching of physics and related sciences. After a comprehensive review of the literature, the authors define AR as a system that overlays computer‑generated information onto the real world, enabling users to perceive virtual objects in situ through a mobile device’s camera, sensors, and display. They argue that this “reality‑enhancement” paradigm can address several persistent challenges of traditional laboratory instruction, such as high equipment costs, safety hazards, maintenance burdens, and limited flexibility in experimental design.

The core contribution of the study is a four‑stage implementation framework. The first stage involves aligning learning objectives with specific experimental scenarios and producing a storyboard that maps out the sequence of AR interactions. In the second stage, the authors create the AR content: 3‑D models of experimental apparatus, physics‑engine‑driven behavior, and interactive controls. They employ Unity as the development platform and integrate platform‑specific SDKs (ARCore for Android, ARKit for iOS) to achieve cross‑device compatibility. The third stage focuses on mobile application development, emphasizing user‑interface design, gesture‑based manipulation, real‑time data visualization, and secure cloud‑based data logging. Finally, the fourth stage gathers quantitative and qualitative evidence of learning outcomes through pre‑ and post‑tests, log analysis, and student surveys.

To illustrate the framework, three physics experiments are reconstructed in AR: (1) electromagnetic induction, where a virtual coil and magnet can be rotated and displaced, instantly updating an on‑screen voltage graph; (2) wave interference, which visualizes changing wavelengths and constructive/destructive patterns on a virtual medium; and (3) inclined‑plane dynamics, allowing students to modify friction coefficients and observe real‑time acceleration data. In each case, the AR version replaces or supplements costly physical setups while offering immediate parameter manipulation that is impossible in a conventional lab.

Empirical results show that students who used the AR‑enhanced experiments outperformed a control group using traditional equipment. Gains were observed across conceptual understanding, problem‑solving ability, and motivational indices, with average improvements ranging from 18 % to 25 % over the control condition. Survey responses highlighted increased engagement (“the experiment felt more fun”) and improved mental models (“seeing the phenomenon directly helped me grasp the concept”). The authors also note that the multimodal nature of AR—combining visual, auditory, and haptic cues—produces a richer cognitive experience, reducing extraneous load and fostering deeper processing.

Nevertheless, the study acknowledges several limitations. Device heterogeneity can lead to inconsistent rendering quality, and network latency may affect real‑time synchronization of experimental data. Moreover, effective AR integration requires that both instructors and learners possess a baseline level of technical proficiency, which may necessitate additional training and institutional support. To mitigate these issues, the authors propose future work on cloud‑rendered AR to offload processing from low‑end devices, and the development of low‑code authoring tools that enable educators to create custom AR content without extensive programming expertise. Longitudinal studies are also suggested to examine the impact of AR‑based labs on retention, major selection, and career trajectories in STEM fields.

In conclusion, the paper presents a practical roadmap for deploying mobile AR in higher‑education science curricula. By substituting or augmenting physical apparatus with interactive virtual objects, AR can lower costs, enhance safety, and provide a flexible, immersive platform for experimental inquiry. The reported improvements in learning outcomes and student affective responses underscore AR’s potential as a catalyst for educational innovation, positioning it as a key technology in the ongoing digital transformation of university teaching.