Learning by Augmented Reality: Cluster Analysis Approach

Abstract

Because the use of augmented reality (AR) is increasing, it is important to study its possibilities within both formal and informal learning contexts. We clustered 146 sixth graders using AR at a science center based on their reasoning, motivation, and science learning results using the self-organizing maps method (SOM) to identify AR-using subgroups. The aim was to consider reasons why the AR method could be of more beneficial for some students than others. The clustering results complemented earlier findings on AR gains in learning, as an unexpected response to intervention was discovered using this nonlinear analysis. The previous results had indicated that after the AR experience, science test results generally improved and particularly among students with the lowest achievement. The SOM-clustering results showed a majority group of boys, especially those interested in science learning both at school and at the science center using AR. Despite low school achievement, their high motivation led to good science learning results. The prior results, according to which girls closed the science knowledge gap between boys after using AR, became more relative, as two girl-dominated subgroups were identified. The reasons for the results were considered on the basis of motivation, multimedia learning theory, and concept formation theories