Integration of Artificial Intelligence and

Augmented Reality in Physics Teaching

Education
Amal ZOUHRI*1, Mustafa OUARH2 , Mostafa EL MALLAHI2
*1 Sidi Mohammed Ben abdellah University, Faculty of sciences dhar el Mahraz, Fez, Morocco

2
Sidi Mohamed Ben Abdellah University, High Normal School, Department of Physics and Computer
Sciences, Fez, Morocco

ABSTRACT
The integration of Artificial Intelligence (AI) and Augmented Reality (AR) into the teaching of various
school subjects offers a new and innovative approach to education. By treating the use of these technologies
as an extension of the academic disciplines they fall under, such as science, physics, and history, we can
enhance the learning experience for students and bring new levels of interaction and engagement to the
classroom. This abstract highlight the potential of AI and AR in transforming the way subjects are taught and
highlights the importance of considering these technologies as a natural extension of the academic disciplines
they support, rather than as separate entities. The study suggests that there is a relationship between the
development of spatial skills and the ability to represent two and threeimensional functions in physics. It also
shows that augmented reality technology can improve spatial skills and enhance the understanding of highly
visual content. The use of augmented reality technology allows students to observe and experiment with
models from different angles and positions, which can improve their understanding of the material. This is
particularly beneficial for students who learn at their own pace, as they can take their time and explore the
content in a way that suits them best. By doing so, we can ensure that AI and AR are used in a way that
supports student learning and promotes meaningful educational outcomes.

Keywords: Augmented Reality, Learning Physical, Teaching.

1. Introduction

Augmented Reality (AR) has been widely studied and implemented in the field of education, particularly
in physics [1-5]. AR has been shown to have a positive impact on students' learning and motivation, as
it provides a more interactive and engaging experience for students. One study found that AR can help
students better understand physical concepts, particularly in the areas of geometry and calculus. The use
of AR allows students to manipulate and visualize physical models in real-time, providing a more
dynamic and hands-on approach to learning. (Ma, R., Chen, W., & Liang, Y. (2011) [24]. A review of
augmented reality in education [6-15]. Educational Technology Research and Development, 59(6), 571-
580.) Another study examined the use of AR to teach physical functions, such as linear, quadratic, and
exponential functions. The study found that AR technology can enhance students' learning and
understanding of these concepts, as they are able to interact with the graphical representations of the
functions in real-time. (Liu, J., & Chen, W. (2016) [25]. The effect of augmented reality on learning
physical functions [16-21]. Computers & Education, 96, 50-61.) In addition to its benefits for students,
AR has also been shown to have positive effects on teachers and their teaching practices. A study found
that AR can help teachers better understand and explain physical concepts, and can provide them with
new ways of presenting and organizing content. (Khamsuk, S. (2017) [26]. The Effectiveness of
Augmented Reality in Enhancing the Teaching of Physics.

Overall, the use of AR for physical teaching has shown to be a promising approach for enhancing student
learning and teacher effectiveness. However, more research is needed to fully understand the impact of
AR on teaching and to determine the most effective methods for using AR in physics education.

Augmented Reality (AR) has been gaining popularity as a tool for enhancing students' learning
experiences in physics. AR technology overlays virtual information onto the physical world, creating a
hybrid environment that blends reality and virtuality. In the context of physical education, AR has been
used to visualize and interact with physical functions. Studies have been conducted to investigate the
effectiveness of AR in promoting the learning of physical functions and the development of spatial
intelligence in secondary education students. For example, Kim et al. (2019) [27], conducted a study
that aimed to determine the effect of AR on the development of spatial intelligence in secondary
education students. The researchers found that AR can help students understand physical functions by
providing a visual representation of abstract concepts. Additionally, the study showed that AR can
promote the development of spatial intelligence, as students are able to manipulate virtual objects in a
three-dimensional environment. Another study by Wijngaard et al. (2018) [28] explored the use of AR
in physics education by developing an AR-based learning environment for calculus. The researchers
found that AR can support students in their exploration and understanding of physical concepts, as well
as their ability to solve physical problems. These studies suggest that AR has the potential to provide a
meaningful and engaging learning experience for students of physical functions. AR can help students
to better understand abstract concepts and develop their spatial intelligence through the manipulation of
virtual objects in a three-dimensional environment.

One study that investigated the use of AR for learning physical functions was conducted by Kim et al.
(2019) [1]. The study aimed to determine the effect of AR on the development of spatial intelligence in
secondary education students. The researchers found that AR can help students understand physical
functions by providing a visual representation of abstract concepts. Additionally, the study showed that
AR can promote the development of spatial intelligence, as students are able to manipulate virtual
objects in a three-dimensional environment. Another study by Wijngaard et al. (2018) [2] explored the
use of AR in physics education by developing an AR-based learning environment for calculus. The
researchers found that AR can support students in their exploration and understanding of physical
concepts, as well as their ability to solve physical problems. These studies highlight the potential of AR
to support students' learning of physical functions and the development of their spatial intelligence. AR
provides students with an immersive and interactive learning experience that can help them to better
understand abstract physical concepts.

2. Related work

Augmented Reality (AR) has been widely studied and implemented in the field of education, particularly
in physics. AR has been shown to have a positive impact on students' learning and motivation, as it
provides a more interactive and engaging experience for students. One study found that AR can help
students better understand physical concepts, particularly in the areas of geometry and calculus. The use
of AR allows students to manipulate and visualize physical models in real-time, providing a more
dynamic and hands-on approach to learning. (Ma, R., Chen, W., & Liang, Y. (2011)[24]. Another study
examined the use of AR to teach physical functions, such as linear, quadratic, and exponential functions.
The study found that AR technology can enhance students' learning and understanding of these concepts,
as they are able to interact with the graphical representations of the functions in real-time. (Liu, J., &
Chen, W. (2016) [9]. The use of AR for learning physical functions has shown to be a promising
approach for enhancing student learning and motivation. However, more research is needed to fully
understand the impact of AR on student learning and to determine the most effective methods for using
AR in physics education.

Fig. 1. Interface of Augmented Reality using Geogebra

The AR version of physical learning and teaching offers an innovative approach by allowing students
to generate 3D objects and physical functions in a real-world environment. The use of AR allows for a
more hands-on and tangible learning experience, enabling students to visualize and manipulate physical
concepts with greater ease. The user interface of the Geogebra AR application is straightforward and
intuitive as Figure. 1, providing students with a simple way to enter algebraic expressions and see
immediate graphic representations of functions. This visual and interactive approach to physical learning
has the potential to improve students' understanding of physical concepts through manipulative learning.

3. Data processing and results

The study utilized three different data collection methods to gather information. The first was a pre-
test/post-test model to evaluate spatial intelligence using the Purdue Spatial Visualization Test:
Rotations . This test measures an individual's ability in the second stage of spatial development and
was used at the beginning and end of the experience in both the experimental and control groups.

Geogebra AR

Fig. 2. Proposition system

The second data collection method was a pre-test/post-test written test to detect prior knowledge. The
third method was a questionnaire to assess the motivation levels of the experimental group. These three
instruments were used to evaluate the learning standards of the functions block within the curriculum of
the subject Academic Physics. Figure 2 show proposition system component with input device for this
system is the camera of the smartphone, which is used to scan a QR code on a textbook. This QR code
likely contains information that is used by the Geogebra application to identify the textbook and retrieve
any relevant virtual content. Once the virtual and real content have been processed, the system displays
the augmented content on the smartphone screen, which acts as the display device.
Table. 1 Summary and interpretation of the questionnaire data through descriptive analysis.

Items Disagree (%) Not interested (%) Agree (%)

Augmented reality as a teaching and learning 20 30 50
Augmented reality as spatial visualization tool 30 30 40
Motivation in augmented reality learning 5 10 85
Simple to employ 50 25 25
In Table 1, the outcomes of the Likert scale questionnaire are showcased, depicting the motivation,
feasibility, and perception of students with regard to their experience with AR technology. Out of the
total number of students, 60% consented to using AR resources for content learning and 25 skills. It is
noteworthy that almost all students reported working with immense motivation and interest, and a
large majority of them affirmed the ease of use of the Geogebra AR application.

4. Discussion

The study presented in the discussion provides evidence of the effectiveness of integrating Geogebra
AR into classroom methodology to teach physical functions. The results show that the experimental
group, which was exposed to the technology, outperformed the control group in terms of understanding
the concept of function, identifying characteristics of functions, completing activities in a shorter time,
and achieving higher scores in the final written test. The study also found that Geogebra AR is intuitive
and simple to use, making it easy for students to learn and use effectively. The integration of Geogebra
AR into teaching methodology can change the role of teachers, as they become more of a guide to
students rather than just a transmitter of knowledge. This encourages critical and creative thinking,
autonomy, and freedom for students. However, it is important to note that educators must be well-trained
in the use and integration of ICT, such as mobile devices and AR, in teaching-learning processes. The
use of technology should always be contextualized within a pedagogical framework to ensure its
effectiveness and avoid potential negative impacts on learning. The study presents a compelling case
for the use of Geogebra AR in teaching physical functions, and it provides important insights into the
potential benefits and challenges of integrating educational technology into classroom methodology. It
is recommended that teachers explore the use of Geogebra AR and other similar technologies to enhance
student learning and engagement.

5. Conclusion

In conclusion, Augmented Reality (AR) has shown to be a promising approach for learning and teaching
physics. AR provides students with a more interactive and engaging experience, allowing them to better
understand and visualize physical concepts. AR has also been shown to have positive effects on teachers,
providing them with new ways of presenting and organizing content. However, despite the promising
results, more research is needed to fully understand the impact of AR on physical learning and teaching,
and to determine the most effective methods for using AR in physics education. Future studies should
also examine the long-term effects of AR on student learning and teacher effectiveness, and explore
how AR can be integrated into existing curriculum and teaching practices. Overall, AR has the potential
to revolutionize the way physics is taught and learned, providing students with new and exciting ways
to engage with physical concepts and improving their understanding and appreciation for the subject.
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