In the past decade, we have witnessed the emergence of a large number of different computer-based animations and simulations that have the goal to foster better learning of different physics topics. Past studies have shown many benefits of animations and simulations, but for their efficient usage it is very important that teachers are well educated in the teaching material and usage of selected visualizations. Furthermore, studies have proven that augmented reality technology has a potential to reduce cognitive load and improve the quality of physics lectures. Many of these visualizations are generally designed for targeted physics phenomena, and sometimes it is not easy to address specific students’ misconceptions. In this paper, we will present augmented reality animations and a simulation that can generally be useful for teaching about counterintuitive aspects of rolling motion, and specifically address students’ misconceptions about rolling friction and velocity in contact with the ground.

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