—The use of emergent technologies in the classroom is mandatory since very early stages considering their presence everywhere, from entertainment to the advertisement areas. Recognizing that fundamentals in electricity have very low level of popularity in secondary schools, different applications have been developed to test the interest of following in the future other developing tools in this field based in augmented reality technologies. The work describes the use of one of the applications tested with students 12 to 14 years old in terms of adequacy, student engagement and student achievement of specific goals. A technical short description is included as well as the implementation of the test with secondary students. Results from this study show that the use of AR applications has effective potential to be used in the classroom as an experimental tool, stimulates student engagement in class activities and enables students to build a self-efficacy in AR use being a good predictor for students’ learning.

This paper presents an exploratory study about educational potentialities of an augmented reality (AR) application developed for DC circuit fundamentals. Particularly the study aims to characterize student involvement using the application as well as its use as an additional experimental tool and to characterize how students perceive their experience and their learning through the use of this AR application. It is also briefly described how this application was developed and how the exploratory study was implemented involving STEM students. The AR application confirmed to be manageable and students have explored its configurations intuitively. Additionally, the AR tool usability according to our preliminary results showed to be effective for the AR developed application purposes, has induced student satisfaction and revealed very good student perceptions about learning perspectives. So, this study showed this AR application for DC circuits has a great educational potential.

Multiple representations of a given mathematical object/concept are one of the biggest difficulties encountered by students. The aim of this study is to investigate the impact of the use of visual representations in teaching and learning algebra. In this paper, we analyze the transformations from and to visual representations that were performed by 18 students (aged between 10 and 13) in a task designed to explore a figural pattern. The data were collected from an audio recording of the class, the students’ work, and the teacher’s notes about each lesson. The results confirm that visual representations are important. However, visual treatments of any kind of representation are decisive, since they give students other possibilities for seeing and understanding tasks, continuity and flexibility in their activities, and the ability to make conversions between representations. The creative realization of visual treatments is necessary, and the teacher has a significant role in helping students to learn how to do this.