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Abstract Many physics and engineering students struggle with conceptual understanding of electricity and magnetism concepts that involve visualizing abstract 3D models. An augmented reality (AR) app called MARVLS: Physics II E/&M developed for a smartphone or tablet, allows students to interact with many different conceptual models in a second semester introductory physics course. In this study, we examine how students develop conceptual understanding as they interact with an augmented reality model representing the magnetic field surrounding a long current bearing wire in the MARVLS App. A grounded theory framework is used to analyze semi-structured interviews with students as they use the App through guided interactions with the AR models. This study examines how students incorporate manipulable AR visualizations into their conceptual understanding of magnetism concepts.
McColgan et al. (Sat,) studied this question.
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