## 4 Experiments and Evaluation
### Experiment in Junior High School
#### 4.2.2 Discussion and Results

Table 4: The _t_-test analysis result of post-test scores of students in the control and experiment group. Figure 14: The box plot for the pre-test and post-test scores of students in the control group (**left**), and experiment group (**right**). and 4.67. The mean result of Q7 indicated that students were able to operate the system and complete the seasonal constellation observation tasks. Initially, there was a concern that the students would not understand the interface and they would have trouble using the system to observe constellation, as they were only given a brief introduction of the system interface prior to the experiment. The real experimental scene was different from my initial speculation. The junior high school students operated the system easily, and most of them could complete the observation task. When one student had difficulties in operating the system, the other students would help them. It was found that most students were experienced in operating smartphone applications, as many Chinese students of the same age had their own smartphone provided by their parents, and they had experience in playing games on their smartphones. Due to the popularity of smartphones among students, therefore, the smartphone device is a very appropriate learning tool in astronomy education. The students appeared to be highly interested in using the system to observe the constellations, with the mean of Q9 and Q10 being 4.61 and 4.72 (see Table 7). Since students agreed that the system was helpful to them in enhancing their interest in constellation observations, as the mean of Q12 was 4.23, they would prefer to use the system to observe constellations after school (Q11 shows a mean of 4.44). Students can personally use the system to observe the constellations in the sky, helping them develop an awareness of an active learning sense in astronomy. They were interviewed and asked whether they preferred AR teaching materials compared to the traditional methods. All of them said that they preferred the AR system since it provided a realistic and intuitive learning environment for them to be involved with. Furthermore, students had a strong intention to recommend the software to their friends for observing constellations, as the mean of Q13 was 5.0. During the interview, a number of students asked where they could download the software as they wanted to install it on their smartphones; the mean of Q14 at 4.83 proved this. In addition, the mean of Q15 is 4.89, which revealed that they wanted to use the same kind of AR system for other astronomical concept observations. From the above analysis of the questionnaire and interview observation, the conclusion is that students have highly accepted the new constellation observation method since the system helped them study seasonal constellations in a real-world immersive learning environment. Moreover, the AR learning system promoted student interest in astronomy and gave them incentives to take astronomy science courses. \begin{table}
\begin{tabular}{c c c} \hline \hline
**Question** & **Mean** & **Std Dev** \\ \hline Q6 & 4.28 & 1.12 \\ Q7 & 4.67 & 0.77 \\ Q8 & 4.67 & 0.84 \\ \hline \hline \end{tabular}
\end{table} 
Table 6: The result of usability of questionnaire result of the R-WOSARLS in the experiment group. \begin{table}
\begin{tabular}{c c c} \hline \hline
**Question** & **Mean** & **Std Dev** \\ \hline Q1 & 4.67 & 0.59 \\ Q2 & 4.67 & 0.77 \\ Q3 & 4.44 & 1.15 \\ Q4 & 4.61 & 1.04 \\ Q5 & 4.5 & 1.04 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: The result of usefulness questionnaire of R-WOSARLS in the experiment group.