Augmented Reality and Virtual Reality for Learning Solar System

Abstract

The purpose of this study was to determine how well-augmented reality and virtual reality technology may improve the comprehension of the solar system among elementary school children. Twenty students were divided into two groups, one for conventional classroom instruction and the other for augmented reality and virtual reality. In contrast to the augmented reality and virtual reality group, which utilized two apps to engage in interactive solar system exploration, the traditional group got classroom instruction using textbooks. Both Unity and Unreal engine were used to create the applications. To gauge students' understanding of the solar system, pre-and post-tests were given; meanwhile, a survey was employed to gauge their interest in the subject. The outcomes revealed that when compared to the traditional group, the augmented reality and virtual reality groups had significantly higher post-test scores and indicated better levels of engagement. The study emphasizes how augmented reality and virtual reality technologies might improve students' scientific learning outcomes and motivation. These results imply that using these tools in the classroom can be a successful way to teach difficult scientific ideas, like the solar system.