Augmented Reality in Informal Learning Environments: Investigating Short-term and Long-term Effects

Peter Sommerauer, Oliver Müller

Research output: Journal Article or Conference Article in JournalConference articleResearchpeer-review


While many researchers have qualitatively examined the affordances and constraints of AR in educational settings, only few studies exist that tried to quantify the effect of AR on learning performance. To contribute to filling this research gap, we conducted a pretest-posttest-posttest crossover field experiment with 24 participants at a mathematics exhibition to measure the effect of AR on acquiring and retaining mathematical knowledge in an informal learning environment, both short-term (i.e., directly after visiting the exhibition) and long-term (i.e., two months after the museum visit). Our empirical results show that museum visitors performed significantly better on knowledge acquisition and retention tests related to augmented exhibits than to non-augmented exhibits directly after visiting the exhibition (i.e., short-term), but this positive effect of AR vanished in the long run.
Original languageEnglish
JournalProceedings of the Annual Hawaii International Conference on System Sciences
Pages (from-to)1423-1430
Publication statusPublished - 1 Jan 2018


  • Augmented Reality
  • Educational Settings
  • Learning Performance
  • Mathematical Knowledge
  • Knowledge Retention


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