This study investigates whether combining augmented reality (AR) and video tutorials improves short-term memory retention over video tutorials alone when teaching basic electrical circuits. It was initiated because science education needs to improve in areas with poor access to physical laboratories - like Nigeria and parts of Sweden. It investigates how AR can offer low-cost / interactive learning experiences for students / learners of all kinds. The study used a pretest-posttest control group method and had 31 participants assigned randomly to either an AR-based group or a video-only control group. Exclusion criteria for participants with prior knowledge of electric circuits were applied to the AR and video groups in the final analysis. Both groups received the same conceptual content but the AR group experimented with 3D circuit components via Oculus Quest 2 headsets.
Data from pre- and post-tests was analyzed quantitatively by independent samples t-tests. Although learning gains were statistically significant across both groups (p = 0.0003 for AR; p = 0.0155 for video), group differences in post-test scores were not statistically significant (p = 0.44), despite a higher average score for the AR group (M = 3.98 versus M = 3.19).These results suggest that there is a possible trend in favor of AR based learning but further research with a larger sample size is needed so as to determine if the difference is meaningful. Principal influences included novelty effects, differences in exposure time between the groups, and the physicality of the AR environment.
The results inform current discourse on pedagogical value of immersive technologies and suggest some challenges and opportunities for AR in science education. It shows that AR may offer promise to improve conceptual understanding and learner motivation in contexts where conventional lab-based instruction is impractical. Additional research using larger sample sizes & controlling for time-on-task is recommended to confirm and extend these results.