Abstract

Experiments in optics are essential for learning and understanding physical phenomena. The problem with these experiments is that they are generally time consuming for both their construction and their maintenance, potentially dangerous through the use of laser sources, and often expensive due to high technology optical components.

We propose to simulate such experiments by way of hybrid systems that exploit both spatial augmented reality and tangible interaction. In particular, we focus on one of the most popular optical experiments: the Michelson interferometer. In our approach, we target a highly interactive system where students are able to interact in real time with the Augmented Michelson Interferometer (AMI) to observe, test hypotheses and then to enhance their comprehension. Compared to a fully digital simulation, we are investigating an approach that benefits from both physical and virtual elements, and where the students experiment by manipulating 3D-printed physical replicas of optical components (e.g. lenses and mirrors).

Our objective is twofold. First, we want to ensure that the students will learn with our simulator the same concepts and skills that they learn with traditional methods. Second, we hypothesis that such a system opens new opportunities to teach optics in a way that was not possible before, by manipulating concepts beyond the limits of observable physical phenomena.

To reach this goal, we have built a complementary team composed of experts in the field of optics, human-computer interaction, computer graphics, sensors and actuators, and education science.

© 2015 OSA, SPIE, IEEE Photonics Society

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  1. L. C. McDermott, “Oersted medal lecture 2001:“Physics Education Research—the key to student learning”,” American Journal of Physics, 69(11), 1127–1137 (2001).
    [Crossref]
  2. M. Donaldson and T.-L. Books [Children’s minds] Fontana Press London, (1978).
  3. K. RAVANIS and Y. PAPAMICHAËL, “Procédures didactiques de déstabilisation du système de représentations spontanées des élèves pour la propagation de la lumière,” Didaskalia, 7, 43–61 (1995).
  4. S. Vosniadou, “Capturing and modeling the process of conceptual change,” Learning and Instruction, 4(1), 45–69 (1994).
    [Crossref]
  5. A. Weil-Barais and G. Vergnaud [Students’ Conceptions in Physics and Mathematics: Biases and Helps] North-Holland, (1990).
  6. R. T. Azuma, [A survey of augmented reality] MA: The MIT Press, Cambridge(1997).
  7. P. Milgram, H. Takemura, and A. Utsumi et al. "Augmented reality: A class of displays on the reality-virtuality continuum." 282–292.
  8. T. N. Arvanitis, A. Petrou, and J. F. Knight et al., “Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities,” Personal and Ubiquitous Computing, 13(3), 243–250 (2007).
    [Crossref]
  9. M. Billinghurst and A. Duenser, “Augmented reality in the classroom,” Computer (7), 56–63 (2012).
    [Crossref]
  10. B. E. Shelton and N. R. Hedley, “Exploring a cognitive basis for learning spatial relationships with augmented reality,” Technology, Instruction, Cognition and Learning, 1(4), 323–357 (2004).
  11. Y.-C. Chen [A study of comparing the use of augmented reality and physical models in the chemistry education], (14–17 juin) Hong Kong( 2006).
  12. H. Kaufmann and D. Schmalstieg, [Mathematics and geometry education with collaborative augmented reality.] ACM, New York, NY (2002).
  13. R. Wojciechowski and W. Cellary, “Evaluation of learners’ attitude toward learning in ARIES augmented reality environments,” Computers Education, (2013).
    [Crossref]
  14. A. Di Serio, M. B. Ibanez, and C. D. Kloos, “Impact of an Augmented Reality System on Students’ Motivation for a Visual Art Course.,” Computers Education, (2012).
  15. Q. Bonnard, H. Verma, and F. Kaplan et al., [Paper interfaces for learning geometry] Springer, (2012).
  16. S. Cuendet, Q. Bonnard, and S. Do-Lenh et al., “Designing augmented reality for the classroom,” Computers Education, 68(0), 557–569 (2013).
    [Crossref]
  17. Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, “Impact of an augmented reality system on students’ motivation for a visual art course,” Computers Education, 68, 586–596 (2013).
    [Crossref]
  18. M. B. Ibáñez, Á. Di Serio, and D. Villarán et al., “Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness,” Computers Education, 71(0), 1–13 (2014).
    [Crossref]
  19. B. E. Shelton and N. R. Hedley, [Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students], (2002).
  20. H. Salmi, A. Kaasinen, and V. Kallunki, “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(0), 284–295 (2012).
    [Crossref]
  21. S. Fleck and G. Simon [An Augmented Reality Environment for Astronomy Learning in Elementary Grades: An Exploratory Study] ACM, Talence, France (2013).

2014 (1)

M. B. Ibáñez, Á. Di Serio, and D. Villarán et al., “Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness,” Computers Education, 71(0), 1–13 (2014).
[Crossref]

2013 (3)

R. Wojciechowski and W. Cellary, “Evaluation of learners’ attitude toward learning in ARIES augmented reality environments,” Computers Education, (2013).
[Crossref]

S. Cuendet, Q. Bonnard, and S. Do-Lenh et al., “Designing augmented reality for the classroom,” Computers Education, 68(0), 557–569 (2013).
[Crossref]

Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, “Impact of an augmented reality system on students’ motivation for a visual art course,” Computers Education, 68, 586–596 (2013).
[Crossref]

2012 (3)

A. Di Serio, M. B. Ibanez, and C. D. Kloos, “Impact of an Augmented Reality System on Students’ Motivation for a Visual Art Course.,” Computers Education, (2012).

M. Billinghurst and A. Duenser, “Augmented reality in the classroom,” Computer (7), 56–63 (2012).
[Crossref]

H. Salmi, A. Kaasinen, and V. Kallunki, “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(0), 284–295 (2012).
[Crossref]

2007 (1)

T. N. Arvanitis, A. Petrou, and J. F. Knight et al., “Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities,” Personal and Ubiquitous Computing, 13(3), 243–250 (2007).
[Crossref]

2004 (1)

B. E. Shelton and N. R. Hedley, “Exploring a cognitive basis for learning spatial relationships with augmented reality,” Technology, Instruction, Cognition and Learning, 1(4), 323–357 (2004).

2002 (1)

B. E. Shelton and N. R. Hedley, [Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students], (2002).

2001 (1)

L. C. McDermott, “Oersted medal lecture 2001:“Physics Education Research—the key to student learning”,” American Journal of Physics, 69(11), 1127–1137 (2001).
[Crossref]

1995 (1)

K. RAVANIS and Y. PAPAMICHAËL, “Procédures didactiques de déstabilisation du système de représentations spontanées des élèves pour la propagation de la lumière,” Didaskalia, 7, 43–61 (1995).

1994 (1)

S. Vosniadou, “Capturing and modeling the process of conceptual change,” Learning and Instruction, 4(1), 45–69 (1994).
[Crossref]

Arvanitis, T. N.

T. N. Arvanitis, A. Petrou, and J. F. Knight et al., “Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities,” Personal and Ubiquitous Computing, 13(3), 243–250 (2007).
[Crossref]

Azuma, R. T.

R. T. Azuma, [A survey of augmented reality] MA: The MIT Press, Cambridge(1997).

Billinghurst, M.

M. Billinghurst and A. Duenser, “Augmented reality in the classroom,” Computer (7), 56–63 (2012).
[Crossref]

Bonnard, Q.

S. Cuendet, Q. Bonnard, and S. Do-Lenh et al., “Designing augmented reality for the classroom,” Computers Education, 68(0), 557–569 (2013).
[Crossref]

Q. Bonnard, H. Verma, and F. Kaplan et al., [Paper interfaces for learning geometry] Springer, (2012).

Books, T.-L.

M. Donaldson and T.-L. Books [Children’s minds] Fontana Press London, (1978).

Cellary, W.

R. Wojciechowski and W. Cellary, “Evaluation of learners’ attitude toward learning in ARIES augmented reality environments,” Computers Education, (2013).
[Crossref]

Chen, Y.-C.

Y.-C. Chen [A study of comparing the use of augmented reality and physical models in the chemistry education], (14–17 juin) Hong Kong( 2006).

Cuendet, S.

S. Cuendet, Q. Bonnard, and S. Do-Lenh et al., “Designing augmented reality for the classroom,” Computers Education, 68(0), 557–569 (2013).
[Crossref]

Di Serio, A.

A. Di Serio, M. B. Ibanez, and C. D. Kloos, “Impact of an Augmented Reality System on Students’ Motivation for a Visual Art Course.,” Computers Education, (2012).

Di Serio, Á.

M. B. Ibáñez, Á. Di Serio, and D. Villarán et al., “Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness,” Computers Education, 71(0), 1–13 (2014).
[Crossref]

Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, “Impact of an augmented reality system on students’ motivation for a visual art course,” Computers Education, 68, 586–596 (2013).
[Crossref]

Do-Lenh, S.

S. Cuendet, Q. Bonnard, and S. Do-Lenh et al., “Designing augmented reality for the classroom,” Computers Education, 68(0), 557–569 (2013).
[Crossref]

Donaldson, M.

M. Donaldson and T.-L. Books [Children’s minds] Fontana Press London, (1978).

Duenser, A.

M. Billinghurst and A. Duenser, “Augmented reality in the classroom,” Computer (7), 56–63 (2012).
[Crossref]

Fleck, S.

S. Fleck and G. Simon [An Augmented Reality Environment for Astronomy Learning in Elementary Grades: An Exploratory Study] ACM, Talence, France (2013).

Hedley, N. R.

B. E. Shelton and N. R. Hedley, “Exploring a cognitive basis for learning spatial relationships with augmented reality,” Technology, Instruction, Cognition and Learning, 1(4), 323–357 (2004).

B. E. Shelton and N. R. Hedley, [Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students], (2002).

Ibanez, M. B.

A. Di Serio, M. B. Ibanez, and C. D. Kloos, “Impact of an Augmented Reality System on Students’ Motivation for a Visual Art Course.,” Computers Education, (2012).

Ibáñez, M. B.

M. B. Ibáñez, Á. Di Serio, and D. Villarán et al., “Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness,” Computers Education, 71(0), 1–13 (2014).
[Crossref]

Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, “Impact of an augmented reality system on students’ motivation for a visual art course,” Computers Education, 68, 586–596 (2013).
[Crossref]

Kaasinen, A.

H. Salmi, A. Kaasinen, and V. Kallunki, “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(0), 284–295 (2012).
[Crossref]

Kallunki, V.

H. Salmi, A. Kaasinen, and V. Kallunki, “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(0), 284–295 (2012).
[Crossref]

Kaplan, F.

Q. Bonnard, H. Verma, and F. Kaplan et al., [Paper interfaces for learning geometry] Springer, (2012).

Kaufmann, H.

H. Kaufmann and D. Schmalstieg, [Mathematics and geometry education with collaborative augmented reality.] ACM, New York, NY (2002).

Kloos, C. D.

Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, “Impact of an augmented reality system on students’ motivation for a visual art course,” Computers Education, 68, 586–596 (2013).
[Crossref]

A. Di Serio, M. B. Ibanez, and C. D. Kloos, “Impact of an Augmented Reality System on Students’ Motivation for a Visual Art Course.,” Computers Education, (2012).

Knight, J. F.

T. N. Arvanitis, A. Petrou, and J. F. Knight et al., “Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities,” Personal and Ubiquitous Computing, 13(3), 243–250 (2007).
[Crossref]

McDermott, L. C.

L. C. McDermott, “Oersted medal lecture 2001:“Physics Education Research—the key to student learning”,” American Journal of Physics, 69(11), 1127–1137 (2001).
[Crossref]

Milgram, P.

P. Milgram, H. Takemura, and A. Utsumi et al. "Augmented reality: A class of displays on the reality-virtuality continuum." 282–292.

PAPAMICHAËL, Y.

K. RAVANIS and Y. PAPAMICHAËL, “Procédures didactiques de déstabilisation du système de représentations spontanées des élèves pour la propagation de la lumière,” Didaskalia, 7, 43–61 (1995).

Petrou, A.

T. N. Arvanitis, A. Petrou, and J. F. Knight et al., “Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities,” Personal and Ubiquitous Computing, 13(3), 243–250 (2007).
[Crossref]

RAVANIS, K.

K. RAVANIS and Y. PAPAMICHAËL, “Procédures didactiques de déstabilisation du système de représentations spontanées des élèves pour la propagation de la lumière,” Didaskalia, 7, 43–61 (1995).

Salmi, H.

H. Salmi, A. Kaasinen, and V. Kallunki, “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(0), 284–295 (2012).
[Crossref]

Schmalstieg, D.

H. Kaufmann and D. Schmalstieg, [Mathematics and geometry education with collaborative augmented reality.] ACM, New York, NY (2002).

Shelton, B. E.

B. E. Shelton and N. R. Hedley, “Exploring a cognitive basis for learning spatial relationships with augmented reality,” Technology, Instruction, Cognition and Learning, 1(4), 323–357 (2004).

B. E. Shelton and N. R. Hedley, [Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students], (2002).

Simon, G.

S. Fleck and G. Simon [An Augmented Reality Environment for Astronomy Learning in Elementary Grades: An Exploratory Study] ACM, Talence, France (2013).

Takemura, H.

P. Milgram, H. Takemura, and A. Utsumi et al. "Augmented reality: A class of displays on the reality-virtuality continuum." 282–292.

Utsumi, A.

P. Milgram, H. Takemura, and A. Utsumi et al. "Augmented reality: A class of displays on the reality-virtuality continuum." 282–292.

Vergnaud, G.

A. Weil-Barais and G. Vergnaud [Students’ Conceptions in Physics and Mathematics: Biases and Helps] North-Holland, (1990).

Verma, H.

Q. Bonnard, H. Verma, and F. Kaplan et al., [Paper interfaces for learning geometry] Springer, (2012).

Villarán, D.

M. B. Ibáñez, Á. Di Serio, and D. Villarán et al., “Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness,” Computers Education, 71(0), 1–13 (2014).
[Crossref]

Vosniadou, S.

S. Vosniadou, “Capturing and modeling the process of conceptual change,” Learning and Instruction, 4(1), 45–69 (1994).
[Crossref]

Weil-Barais, A.

A. Weil-Barais and G. Vergnaud [Students’ Conceptions in Physics and Mathematics: Biases and Helps] North-Holland, (1990).

Wojciechowski, R.

R. Wojciechowski and W. Cellary, “Evaluation of learners’ attitude toward learning in ARIES augmented reality environments,” Computers Education, (2013).
[Crossref]

American Journal of Physics (1)

L. C. McDermott, “Oersted medal lecture 2001:“Physics Education Research—the key to student learning”,” American Journal of Physics, 69(11), 1127–1137 (2001).
[Crossref]

Augmented reality: A class of displays on the reality-virtuality continuum (1)

P. Milgram, H. Takemura, and A. Utsumi et al. "Augmented reality: A class of displays on the reality-virtuality continuum." 282–292.

Computer (1)

M. Billinghurst and A. Duenser, “Augmented reality in the classroom,” Computer (7), 56–63 (2012).
[Crossref]

Computers Education (5)

S. Cuendet, Q. Bonnard, and S. Do-Lenh et al., “Designing augmented reality for the classroom,” Computers Education, 68(0), 557–569 (2013).
[Crossref]

Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, “Impact of an augmented reality system on students’ motivation for a visual art course,” Computers Education, 68, 586–596 (2013).
[Crossref]

M. B. Ibáñez, Á. Di Serio, and D. Villarán et al., “Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness,” Computers Education, 71(0), 1–13 (2014).
[Crossref]

R. Wojciechowski and W. Cellary, “Evaluation of learners’ attitude toward learning in ARIES augmented reality environments,” Computers Education, (2013).
[Crossref]

A. Di Serio, M. B. Ibanez, and C. D. Kloos, “Impact of an Augmented Reality System on Students’ Motivation for a Visual Art Course.,” Computers Education, (2012).

Didaskalia (1)

K. RAVANIS and Y. PAPAMICHAËL, “Procédures didactiques de déstabilisation du système de représentations spontanées des élèves pour la propagation de la lumière,” Didaskalia, 7, 43–61 (1995).

Learning and Instruction (1)

S. Vosniadou, “Capturing and modeling the process of conceptual change,” Learning and Instruction, 4(1), 45–69 (1994).
[Crossref]

Personal and Ubiquitous Computing (1)

T. N. Arvanitis, A. Petrou, and J. F. Knight et al., “Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities,” Personal and Ubiquitous Computing, 13(3), 243–250 (2007).
[Crossref]

Procedia - Social and Behavioral Sciences (1)

H. Salmi, A. Kaasinen, and V. Kallunki, “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(0), 284–295 (2012).
[Crossref]

Technology, Instruction, Cognition and Learning (1)

B. E. Shelton and N. R. Hedley, “Exploring a cognitive basis for learning spatial relationships with augmented reality,” Technology, Instruction, Cognition and Learning, 1(4), 323–357 (2004).

Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students (1)

B. E. Shelton and N. R. Hedley, [Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students], (2002).

Other (7)

Y.-C. Chen [A study of comparing the use of augmented reality and physical models in the chemistry education], (14–17 juin) Hong Kong( 2006).

H. Kaufmann and D. Schmalstieg, [Mathematics and geometry education with collaborative augmented reality.] ACM, New York, NY (2002).

M. Donaldson and T.-L. Books [Children’s minds] Fontana Press London, (1978).

A. Weil-Barais and G. Vergnaud [Students’ Conceptions in Physics and Mathematics: Biases and Helps] North-Holland, (1990).

R. T. Azuma, [A survey of augmented reality] MA: The MIT Press, Cambridge(1997).

S. Fleck and G. Simon [An Augmented Reality Environment for Astronomy Learning in Elementary Grades: An Exploratory Study] ACM, Talence, France (2013).

Q. Bonnard, H. Verma, and F. Kaplan et al., [Paper interfaces for learning geometry] Springer, (2012).