Augmented reality-assisted worksheets in promoting conceptual mastery and attitude in thermodynamics through battery sessions

Abstract For several years, students perceived thermodynamics as a difficult and boring subject due to its abstraction and complex nature. Many struggle to visualize its underlying phenomena, resulting in low engagement and poor conceptual understanding. Augmented Reality (AR) offers a promising approach to enhance visualization and interaction in physics learning by merging real-world environments with computer-generated information. This study examined the effectiveness of AR-assisted worksheets in improving conceptual mastery and attitude among Grade 12 STEM students enrolled in General Physics 1 at a private university in Bulacan, Philippines. Implemented during four-week remedial “battery sessions,” the AR-assisted worksheets allowed students to explore key thermodynamics topics through interactive 3D models. Findings indicated that students demonstrated higher conceptual mastery and developed a more positive attitude toward learning thermodynamics after the intervention. Qualitative feedback also revealed that AR-assisted worksheets enhanced engagement, comprehension, and independent learning. Overall, integrating AR into physics instruction supports better visualization of abstract thermodynamic processes and fosters more meaningful learning experiences among developing learners.