Augmented Reality (AR) technology has become more widely known only recently, during the 2010s´,
in science education. While this technology up to now mainly was used by very special users such as the
military and high-tech companies it gradually converts into wider educational use. Specific research
programmes such as CONNECT and EXPLOAR applied this technology with a specific focus on selected
learning scenarios by a close co-operation of formal education and informal learning. Empirical effects
related to intrinsic motivation and cognitive learning of students have been found encouraging. (Salmi,
Sotiriou & Bogner, 2010.)