Augmented Reality Towards Facilitating Abstract Concepts Learning

Abstract

Chemistry is often regarded as a complex and demanding subject for youth to learn, partly because of abstract concepts that are challenging to depict. These areas require spatial reasoning, defined as the ability to retain, generate and manipulate abstract visual images in space, either physically or mentally. By allowing the superimposition of virtual objects in the real world, Augmented Reality (AR) facilitates students' understanding of difficult concepts through spatial reasoning by making them visible and allowing for multidimensional perspectives. "Periodic Fable" is an AR serious game targeting 8 to 11-year-old children, designed to teach them basic chemistry concepts of the Periodic Table of Elements in non-formal settings. After designing and implementing the game, we conducted an exploratory study with 36 young participants, using a mixed-method approach. A comparative study between pre-and post-intervention questionnaires and observation results shows a positive learning outcome, demonstrating the potential of this tool in a non-formal context.

A systematic review of augmented reality in chemistry education

“…It is also possible to relate this increase to the specific context of chemistry. This discipline presents peculiar aspects, such as complexity related to the understanding of abstract concepts of difficult descriptions (Olim & Nisi, 2020; Saidin et al, 2019), requiring great demands from visual abilities. Cognitive and spatial skills (Frevert & Di Fuccia, 2019) are needed to enable learners to fully understand the microscopic and macroscopic chemical world (Chang & Chung, 2016).…”

“…From another perspective, it can be assumed that students’ difficulties in understanding, interpreting, and translating complex molecular representations (Cai et al, 2014), inherent to chemistry topics such as ‘Molecular structures’, ‘Chemical bonds’, and ‘Molecular geometry’, may find help with the application of AR in their respective teaching processes. The advantages of this technology, compared to classic learning material (Ewais & Troyer, 2019), allow going beyond abstract concepts (Olim & Nisi, 2020) and might enhance important processes, such as knowledge retention (Badilla‐Quintana et al, 2020) and the development of spatial skills (Kodiyah et al, 2020).…”

“…Ewais and Troyer (2019), for their part, highlighted that the challenge ‘distracts students (loss of attention)’, is related to unintentional distraction, since most students focused on the use of new technology, as opposed to focusing on the learning process itself. The challenge ‘technical problems’ was addressed in the study of Olim and Nisi (2020), related to aspects such as loss of tracking, dependence on the quality of light to read the images/markers, delays in data rendering, overheating of the equipment, battery consumption, and the need for robust equipment with the necessary sensors (gyroscope, accelerometer and compass).…”

“…The complexity of chemistry, according to Olim and Nisi (2020), can be mainly caused by the involvement of abstract concepts that are difficult to describe. Other factors can also be mentioned, such as the requirement for cognitive and spatial skills (Frevert & Di Fuccia, 2019).…”

Effectiveness of Augmented Reality-Based Applications on Liquid Measurement Theme in Mathematics Course: An Experimental Study

“…When the research results are examined, it is evident that the mathematics achievement of the experimental group students who were trained with AR-based applications was higher than the control group students who were not trained with AR-based applications. It is thought that this difference between the groups in terms of academic achievement is due to the advantages of AR-based applications such as helping students to concretize abstract concepts (Olim & Nisi, 2020) and increasing the sense of reality (Carmigniani & Furht, 2011), improving spatial thinking skills (Papakostas et al, 2021) and increasing attention span (Bos et al, 2019).…”