1. Using Augmented Reality for Teaching Physics Somsak Techakosit a, Assoc. Prof. Dr. Prachaynun Nilsook b a Kasetsart University Laboratory School Center for Educational Research and Development b Faculty of Technical Education King Mongkut’s University of Technology North Bangkok.

2. http://light.ifmo.ru/en/public_lectures/ express our creativity Physics gives us powerful tools to help us to express our creativity, to see the world in new ways and then to change it. (Cornell University, 2011 )

3. There is a significant gap between the learning obtained by students and what teachers expect. (Zuza and Guisasola,2014) http://www.queensu.ca/gazette/taxonomy/term/10?page=2

4. http://web.mit.edu/8.02t/www/802TEAL3D/visualizations/faraday/SolenoidUp/SolenoidUp.htm understand concepts and principles impossible to see Students experience difficulties in learning physics because they must fully understand concepts and principles of the physical world that are sometimes impossible to see. (Dori et. al.,2003)

5. http://www.globalspec.com/FeaturedProducts/Detail/CSTComputerSimulationT echnology/UserFriendly_Design_Environment_for_EM_Simulation/253746/0 Computer simulations cognitive constraints and develop functional understanding of physics Computer simulations may be used as an alternative instructional tool, in order to help students confront their cognitive constraints and develop functional understanding of physics. (Jimoyiannis and Komis, 2001)

6. Virtual Reality (Ronald T. Azuma, 1997) http://www.neatorama.com/2007/05/28/the-holodeck-is-here-cave-virtual-reality /

7. Augmented Reality: AR (Ronald T. Azuma, 1997) http://sukunya055.files.wordpress.com/2013/09/ar-04.jpg

8. (a) engage, stimulate, and motivate students to explore class materials from different angles (b) help teach subjects where students could not feasibly gain real-world first-hand experience (e.g. astronomy and geography) (c) enhance collaboration between students and instructors and among students (d) foster student creativity and imagination (e) help students take control of their learning at their own pace and on their own path (f) create an authentic learning environment suitable to various learning styles The potential of Augmented Reality for Education: Yuen, Yaoyuneyong and Johnson (2011)

9. Research Objectives  To study the outcome of using learning and teaching materials based on AR on the topic of Electromagnetism.

10. Research Methodology  The developed prototype of learning and teaching materials based on Augmented Reality on the topic of Electromagnetism is Marker based AR.

11. Research Methodology  The 15 participants consisted of 4 lecturers of the Department of Science Education, Faculty of Education and 11 senior high school teachers who teach Physics.  The researcher describes the process of Augmented Reality and introduces prototype to the participants. Then, the participants tried using the prototype.

12. Research Methodology  The participants assessed the prototype of learning and teaching materials based on Augmented Reality on the topic of Electromagnetism with the developed assessment form of Sumadio and Rambli (2010); Kerawalla, Luckin, Seljeflot and Woolard (2006).  The outcomes of implementing the prototype of learning and teaching materials based on Augmented Reality on the topic of Electromagnetism were analyzed by mean ( ) and standard deviation (SD), which is based on five-point Likert rating scale. X

13. Research Result The experience in using Augmented Reality of the participants. 9 participants 6 participants

14. Research Result Issues SDPropriety 1. Simplicity to use4.200.75high 2. Convenience to use anywhere4.070.68high 3 Convenience to use anytime3.930.68high 4. Propriety for learning and teaching4.600.49highest 5. Taking shorter time to understand4.270.68highest 6. Understanding better about studies4.400.49highest 7. Encouraging to learn and learn more4.600.49highest 8. Being able to show scientific principles correctly.4.670.60highest 9. Having flexibility that can be applied in any context. 4.330.79highest 10. Users can interact with a prototype.4.400.95highest 11. Being able to use for learning and teaching4.330.70highest X

15. Discussion Kerawalla, Luckin, Seljeflot and Woolard (2006) mentioned four design requirements that need to be considered if AR is to be successfully adopted into classroom practice. (a)Flexible content that teachers can adapt to the needs of their children, (b) guided exploration so learning opportunities can be maximised, (c) in a limited time, (d) attention to the needs of institutional and curricular requirements.

16. Discussion Scientificity: The content of AR based experiment must obey the scientific principles, reflect the scientific facts, and AR applications must take into account the nature and constraints of the institutional context into which it is to be introduced; Flexibility: The content of AR based experiment must be flexible so that teachers can adapt it to the needs of different curriculum and individual students; Interactivity: It should be possible to control the process of AR based experiment and to add or remove elements, so that the result of experiment will be different according to different operation. Pengcheng, Mingquan and Xuesong (2011) suggested that successful learning and teaching materials based on AR as follows:

17. Discussion Scientificity: The content of AR based experiment must obey the scientific principles, reflect the scientific facts, and AR applications must take into account the nature and constraints of the institutional context into which it is to be introduced; Flexibility: The content of AR based experiment must be flexible so that teachers can adapt it to the needs of different curriculum and individual students; Interactivity: It should be possible to control the process of AR based experiment and to add or remove elements, so that the result of experiment will be different according to different operation. Pengcheng, Mingquan and Xuesong (2011) suggested that successful learning and teaching materials based on AR as follows:

18. e-mail: techakosit@gmail.com

19. Research Result  Phase 1 the component and characteristics of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy.

20. Research Result  Phase 1 the component and characteristics of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy.

21. Research Result  Phase 2 The results of evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. Table 1: The results of evaluating the components of learning environment Details of Components mean S.D. Suitability 1.1 Learner4.710.49Most 1.2 Facilitator4.570.53Most 1.3 Content4.710.49Most 1.4 AR Lab4.710.49Most 1.5 Network4.710.49Most Overall Scoring4.690.06Most

22. Research Result  Phase 2 The results of evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. Table 2: The results of evaluating the learning process to enhance scientific literacy Details of Components mean S.D. Suitability 2.1 Researching4.430.53Much 2.2 Reasoning4.570.53Most 2.3 Reflecting4.710.49Most Overall Scoring4.570.14Most

23. Research Result  Phase 2 The results of evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. Table 3: The results of evaluating the characteristics of learning environment Details of Components mean S.D. Suitability 3.1 Hands-on experiment4.710.49Most 3.2 Collaboration5.000.00Most 3.3 Flexibility4.710.49Most 3.4 Connection4.890.38Most Overall Scoring4.820.14Most

24. Research Result  Phase 2 The results of evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. Table 4: The results of evaluating the characteristics of individuals with scientific literacy Details of Components mean S.D. Suitability 4.1 Understanding of Science concepts and principles 4.710.49Most 4.2 Using their Science knowledge to define questions and use the scientific method to solve problem 4.710.49Most 4.3 Being able to integrate Science, Mathematics, and technology in their daily lives 4.710.49Most 4.4 Being aware of the diversity and unity in nature 4.001.00Most Overall Scoring4.540.31Most

25. Research Result  Phase 2 The results of evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. Table 5: The results of evaluating the environment towards practical application Details of Components meanS.D.Suitability 5.1 Components of Connectivism learning environment in an augmented reality Science laboratory is practical. 4.430.53Much 5.2 The learning process to enhance scientific literacy is practical. 4.710.49Most 5.3 Characteristiccs of Connectivism learning environment in an augmented reality Science laboratory is practical. 4.570.53Most 5.4 Connectivism learning environment in augmented reality Science laboratory to enhance scientific literacy practically. 4.430.79Much Overall Scoring4.540.14Most

26. Conclusion  The learning environment that I have designed is evaluated by the experts as being suitable to increase the scientific literacy.

27. LOGO