How Augmented Reality Transforms Learning and Inquiry Patterns in 1-1 Remote Tutoring

Abstract

Augmented reality (AR) technology is being considered by educators for its proven ability to help students visualize abstract concepts; however, currently there are barriers to having this technology available for every student. In this study we investigate the use of AR in remote 1-1 tutoring scenarios, which can be more accessible and affordable to educational institutions since AR devices would not be required for every student. We present a system for AR-based physics instruction, and perform a between-subjects study where an instructor uses the AR system while teaching electromagnetism physics to a remote student. The two experimental conditions differ in the types and amount of AR visualizations. We measure how the presence of AR impacts student learning and inquiry activities. We find that students who are tutored with more complex AR content have better learning gains and make more requests for action, compared to students who view the same lesson with limited AR. We discuss possible reasons and implications for these findings.