Conceptual learning of Newton's laws through didactic sequences with augmented reality simulations

Abstract

Redefinition of learning experiences through augmented reality technology requires a broad vision of the process, which in the case of science teaching allows linking the possibilities of visualizing phenomena difficult to observe or reproduce with activities that respond to specific didactic objectives. Thus, this article presents the details of a supported intervention with augmented reality simulations for teaching Newton's laws, within the framework of two proposed didactic sequences. Under a quasi-experimental scheme and a pre-test and post-test design, a questionnaire on the concept of force was used to assess conceptual learning. Results of the item difficulty index and the relative learning gain are shown, obtaining a favourable difference for the experimental group, particularly in equity in learning. Finally, notable some findings regarding the use of proposed didactic sequences are presented.