Abstract
In this paper, we propose a pedagogical virtual machine (PVM) model that aims to link physical-object activities with learning objects to reveal the related educational value of the physical objects in question. To examine the proposed method, we present an experiment based on assembling a modularised mobile-robot task called "Buzz-Boards." A between-group design method was chosen for both the experimental and control groups in this study. Participants in the experimental group used an augmented reality application to help them assemble the robot, while the control group took a paper-based approach. 10 students from University of Essex were randomly assigned to each group, for a total of 20 students' participants. The evaluation factors for this study are time completion, a post-test, cognitive overload, and the learning effectiveness of each method. In overlay, assemblers who used the augmented reality application outperformed the assemblers who use the paper-based approach.