Making the invisible observable by Augmented Reality in informal science education context

Figures & data

Figure 1. Milgram's Reality-Virtuality Continuum. (Milgram & Kishino, 1994).

Figure 2. Persistent dichotomies or blurring boundaries? (Salmi, Kaasinen & Kallunki, 2012).

Table 1. Design of the study.

0 Month	1 Month	1 Month + 1 Week
Pre tests	AR SCIENCE EXHIBITION VISIT	Post tests
Motivation (Deci & Ryan)		Situation motivation
Knowledge test		Knowledge test
School learning context		Science centre learning context
Background variables: school achievement, gender

Figure 3. Pre and post knowledge-test 95% confidence intervals of boys and girls.

Figure 4. Pre and post knowledge-test 95% confidence intervals by school achievement group (below average, average, above average).

Figure 5. The final path model.

Table A1. Descriptive statistics for gender groups.

Gender		Raven	RAI	SitMot	Sci_School	Sci_Centre	Pre_Know	Post_Know
Boy 71	M	37.17	−.54	3.44	3.55	3.47	16.65	17.63
	SD	5.71	1.76	.87	.56	.85	3.49	4.33
	Min	22	−4.13	1.29	2.15	1.29	7	2
	Max	50	4.40	4.71	4.71	4.71	24	26
Girl 75	M	38.72	.09	3.43	3.33	3.40	14.63	16.32
	SD	5.76	1.79	.69	.51	.48	3.61	3.88
	Min	22	−3.44	1.64	1.79	2.36	6	8
	Max	52	4.67	4.86	4.57	4.43	23	26
Total	N	146	146	146	146	146	146	146
	M	37.97	−.21	3.43	3.44	3.44	15.61	16.96
	SD	5.77	1.79	.78	.54	.68	3.68	4.14

*p < .05.

**p < .01.

***p < .001.

Table A2. Descriptive statistics for school achievement groups.

Sch_Achiev		Raven	RAI	SitMot	Sci_School	Sci_Centre	Pre_Know	Post_Know
Lowest N = 32	M	34.38***	−.26	3.38	3.50	3.33	13.66***	16.16
	SD	5.85	1.79	.73	.67	.71	3.51	4.23
	Min	22	−4.13	1.64	1.79	1.43	7	8
	Max	48	2.41	4.79	4.71	4.43	20	26
Average = 82	M	38.21	−.38	3.43	3.39	3.47	15.85	16.73
	SD	5.14	1.76	.83	.52	.71	3.27	4.20
	Min	25	−3.67	1.29	2.15	1.29	7	2
	Max	50	4.67	4.86	4.57	4.71	23	26
Highest N = 32	M	40.94	.26	3.49	3.50	3.45	16.94	18.34
	SD	5.48	1.85	.72	.46	.58	4.14	3.69
	Min	29	−2.48	1.64	2.64	2.14	6	10
	Max	52	4.40	4.71	4.57	4.64	24	26
Total N = 146	M	37.97	−.21	3.43	3.44	3.44	15.61	16.96
	SD	5.77	1.79	.78	.54	.68	3.68	4.14

Note: pair-wise post hoc comparisons: Raven lowest vs. average**, vs. highest***; average vs. highest*. Pre-knowledge lowest vs. average**, vs. highest**.

*p < .05.

**p < .01.

***p < .001.

Milgram, P., & Kishino, A. F. (1994). Taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, E77-D(12), 1321–1329.

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Salmi, H., Kaasinen, A., & Kallunki, V. (2012). Towards an open learning environment via Augmented Reality (AR): Visualising the invisible in science centres and schools for teacher education. Procedia – Social and Behavioral Sciences, 45, 284–295. doi: 10.1016/j.sbspro.2012.06.565

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