The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11- to 13-year-old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report questionnaires, were collected using a pre- post-test design and were analysed by SEM path-analysis. The results showed that AR-technology experience was beneficial for all, but especially for the lowest-achieving group and for the girls. In general, pre-knowledge skills predicted post-knowledge test results. As expected, school achievement had an effect on pre-knowledge results. In addition, motivation turned out to be an alternative key route for learning. Being a boy predicted directly or indirectly all other motivational variables, enjoyment and interest, but girls had a higher relative autonomy experience (RAI). Situation motivation and attitude towards learning in the science exhibition were much more strongly inter-connected among boys than girls, and attitude predicted post-knowledge only for boys. AR seems to be a promising method by which to learn abstract phenomena using a concrete manner.

The pedagogical principle of this research was making the invisible observable by Augmented Reality [AR]. Small-scale exhibits are bridging the gap between formal education and informal learning. The data (292 teachers) was analysed research tool New Educational Models or Paradigms (NEMP) with 27 items. Three dimensions: a) The “identity” of ICT/AR -education, b) Changes in the learning environment, and c) the Innovative approach applied in the process. The main outcomes were 1. From a teacher-controlled learning towards a pupil-orientated learning; 2. Connecting of ICT-AR with and between learning environments; and 3. Changes in roles and responsibilities of students and teachers

The goal of this research was to explore cognitive, self-determined learning and autonomous motivational effects in the context of a mobile science exhibition (N = 256) in Finland. The pupils were sixth-graders with an average age of 12 years 6 months. Autonomy experience, as measured by the Relative Autonomy Index (RAI), had an effect on how the pupils liked learning science both at school and in a science centre context. The more autonomous that students feel, the more likely it is that they have intrinsic motivation in learning science. The RAI also predicted momentary situational motivation. The most important enhancer of situation motivation was liking science learning at school, but this was true only among boys; nevertheless, in general, girls were somewhat more motivated by the science exhibition than boys. There was no gap between boys and girls in post-knowledge testing, suggesting that girls benefitted more from the science centre learning experience than boys. Although gender differences in the knowledge tests leveled, students having higher reasoning ability, measured by Raven, gained more from the exhibition than the others. Post-knowledge was explained most by pre-knowledge, but the overall substantial learning results were enhanced directly and indirectly by the motivational factors. The practical implication for the science centres is to offer both teachers and pupils learning materials to be used before and after the visits.

The purpose of this article is to develop further the premise that science centre education is a form of informal learning. The growth of modern science centres can be traced to the resurgence of interest in the West and in the USA in particular following the launch of Sputnik. Similarly, the growth of science centres since the 1990s has clearly been connected to two major developments in society: the crisis of scientific literacy and the visions for the information society. Rapid advances in genetic research and information technology have also created new challenges for the public understanding of science. The role of universities and industry has been crucial in creating the contents of modern science centres such as Heureka, the Finnish Science Centre. Evidence based on four case studies, which describes the motivation of school students visiting science centres, is presented here. The findings suggest that students' situational motivation can be changed to intrinsic motivation by well organised programs linking schools to the informal, open learning environments of science centres. A survey taken among university students attests to the fact that informal learning sources such as science centres seem to have a stronger impact on their academic career choices than has hitherto been realised.

Learning intervention based on a “Mars and Space” exhibition was designed according to STEAM-education (Science, Technology, Engineering, Art and Mathematics) principles and practices in order to bridge the gap between formal and informal learning. The cognitive learning of 12-year-old students in Finland (N = 306) showed a sustained level for a six months period. The results of this study provided evidence that situational motivation was enhanced by interest in school science in the STEAM science exhibition context. This led to better cognitive learning results in the post-knowledge test. Thus, interest and situational motivation were the first steps, and the superficial situational motivation seemed to successfully change into content-based intrinsic motivation with longer-lasting, deep learning outcomes. STEAM intervention apparently produced long-term learning, and this exhibition learning setting is shown to provide an appropriate platform to reach the deeper layers to successfully retain knowledge. Boys’ scores rose even in the delayed test. Using structural equation modelling (SEM) to assess the effects on individual, motivational and situational interest in learning, situation motivation is shown to work as a catalyst and acting as a catalyst and also acted as a stepping stone for intrinsic motivation as part of relative autonomy (RAI) and a deep learning strategy.