Learning by Augmented Reality: Cluster Analysis Approach

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 girldominated
subgroups were identified. The reasons for the results were considered on
the basis of motivation, multimedia learning theory, and concept formation theories.
Keywords: science learning, augmented reality, informal learning environment,
SOM-clustering, self-determination theory