# Does Augmented Reality Affect Sociability, Entertainment, and Learning? A Field Experiment
## 4 Discussion  
In this experimental field study in the science center environment, we investigated the social, entertaining, and educational aspects of indoor AR technology. Our findings from comparing the AR app to the app without the AR feature and pen-and-paper condition did not confirm a positive impact of AR technology toward perceived sociability, social communication, entertainment, or learning performance, although we detected some evidence of engaging novelty value and increased commenting behavior. In addition, we found that AR users experienced some discomfort in dividing their attention between the virtual and physical world. We did not find evidence on the positive impact of AR technology on perceived sociability. Our findings suggest that AR app users are slightly less likely to talk to other people outside the application compared to participants using non-AR app or pen-and-paper, and less likely to talk with unfamiliar people compared to the latter. However, based on the descriptive analysis of comments left, read, and replied to, AR users' commenting activity was higher than that of the control groups. One reason for this could be that the AR application provided easily locatable and accessible opportunities to communicate with others through technology, which increased the amount of comments compared to non-AR app users and pen-and-paper participants. It should be noted, however, that the commenting options between the three groups were fundamentally different in regard to user interface and realistic commenting opportunities with pen and paper. Considering these as qualities of the three features used in the experiment, we found some tentative evidence that the AR feature has the potential to increase social behavior inside the app. To conclude, we found some potential for AR to increase social behavior within the app but did not find positive effects on social behavior outside the app or on perceived sociability. Our results were somewhat different compared to what other researchers have argued regarding social aspects of single-player games [15; 16] and suggesting that AR has a positive impact on sociability [14]. From the entertainment perspective, applications seem to arouse less excitement and more nervousness than the traditional pen-and-paper survey method, yet users of applications were less tired after the exhibition. One possible explanation is the learning curve of new and unfamiliar technology, as well as the feeling of uncertainty and not being in control. Filling out a survey and a quiz via a smartphone application can still perhaps be quicker and less arduous than circling answers on a paper form. Participants of the non-AR app were more satisfied with their app than AR app users. The unfamiliarity of AR applications could contribute to app satisfaction. We found no differences in exhibition satisfaction among the experimental groups; thus, none of the methods increased or decreased exhibition satisfaction. In comparing AR to other conditions, we did not find the positive effects of AR on the aspects of entertainment suggested in the literature [20; 21], although a lower level of tiredness in AR participants could imply higher engagement or ease of using the AR application. From the perspective of learning, we considered learning performance via measuring the participants' quiz scores. AR users scored significantly lower compared to the control groups, despite many AR interviewees reporting being engaged and ambitious toward the gamified quiz. Based on the interviews, some AR users also thought it could stimulate learning. The AR app was thought to offer novelty and meaningfulness to the learning experience, and this does not necessarily increase learning or performance compared to other means of learning. As an additional analysis, however, we found that those AR participants that were satisfied with the application were more likely to finish the quiz and, in turn, performed better in the quiz.