Assessing the role of AR-based content in improving learning performance considering Felder-Silverman learning style

Educational contents and their corresponding construction methods have had an enormous change from traditional to electronic, and recently to multimedia and augmented reality based (AR-based) formats. Along with content edutainment trend, interaction and learning performance of audiences seem to have been improved. To validate this assumption, besides AR-based content construction, an appropriate pedagogical method should be applied, as well. According to the above mentioned point, in this paper, we try to demonstrate that a content superimposed by animation, sound, 3D images, etc. as exemplars of augmented reality, has the potential to improve/upgrade learner´s learning performance. Within this context, students´ learning style was first modeled through using the method of Felder-Silverman, and two types of content; one traditional and the other AR-based, were subsequently submitted to the test population. Students´ learning performance was then assessed using T-Test. Experimental results indicate that, in contrast with traditional contents, AR-based content has the potential to exhibit promising characteristics in learning performance of those who interact with it.