Because Bernoulli's principle is illustrated in museums all over the world yet is a conceptually challenging topic to grasp, we hypothesized that the addition of AR could help visitors build better knowledge of the science behind the floating ball.
In this study, we examine how the digital augmentations in "Bernoulli Blower" can serve as a scaffold for learning about Bernoulli's principle.
On the day before the students' field trip, researchers went to the schools to collect consent forms and to administer pre-intervention surveys of students' knowledge of Bernoulli's principle.
Two qualitative data sets were collected, coded, and analyzed to determine how AR impacted students' conceptual knowledge of Bernoulli's principle.
The fourth MC question could be considered a far-transfer question, as it asked students to select a real-world situation that illustrated Bernoulli's principle.
These responses demonstrate the affordances of the AR as well as students' ability to acquire an accurate understanding of how Bernoulli's principle works in the brief time they were exposed to the exhibit during their museum visit.
Through the multiple-choice portion of the knowledge survey and interviews, our results indicate that students in the AR condition significantly improved in their understanding of Bernoulli's principle and showed greater gains compared with students in the non-AR condition.
From the interviews, we can see clear evidence of students' reasoning accurately about the inverse relationship between fluid speed and pressure in Bernoulli's principle (Hewitt, 2004)--they recognized that slower moving air has higher pressure and faster moving air has lower pressure.