N. Sasikumar^1,, R. Ramnath¹, M. Mahendraprabu¹

This research examined the augmented reality based instructional approaches to enhance understanding of abstract concepts in physics among higher secondary students. Augmented reality is the blending of interactive digital elements – like dazzling visual overlays, buzzy haptic feedback, or other sensory projections – into our real-world environments [1]. Augmented Reality, or simply AR, is the incorporation of information in digital format that includes live footage of a certain user's real-time environment [2]. The aim of education is not merely imparting of knowledge or the preparation of a finished product, its aim is to arouse curiosity, develop proper interests, attitudes and values and the build up habits of independent study and the capacity to think and evaluate. Without thinking it is not possible for one to become a responsible member of a democratic society. Augmented Reality turns the environment around into a digital interface by placing virtual objects in the real world, in real-time. Augmented Reality can be seen through a wide variety of new experiences. A teacher will have to integrate the new technology based skills of teaching and also help the students to grow intellectually, emotionally and socially with commitment to a set of values. For this, a teacher must have knowledge of his subject, methods and resent technological based techniques of teaching. Many skills are needed to communicate effectively like the skill of questioning, illustrating, demonstrating, explaining, skill of arranging and logically sequencing the subject matter [3]. These digital experiences, skills and attitudes can be developed through systematic learning.

abstract concepts, augmented reality and instructional approaches