How Should Chemistry Educators Respond to the Next Generation of Technology Change?

Pence, Harry E.

doi:10.3390/educsci10020034

Cited by 19 publications

(6 citation statements)

References 21 publications

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“…30 Over the past decade years smartphones have become more and more prevalent in the school day. It has been suggested that they can be a useful tool in chemistry to learn the naming of organic chemical compounds, 31 to use them in analytical chemistry for optical and electrochemical detection and chemometric applications, 32 for quantifying gold-nanoparticle concentrations, 33 for pH determination, 34 many students need the smartphone camera to make videos of demonstrations, to copy complex diagrams from the blackboard 35 etc. In addition, chemistry apps such as Chemdoodle, Periodic Table, Chemistry Helper, Reaction Flash, Learn IUPAC Nomenclature, Chemical Solution Calculator and many others whose target audience is students, chemistry professionals, and teachers, provide them with powerful and compact tools to solve problems conveniently and free themselves from traditional media, heavy books, and bulky computers.…”

Section: Discussionmentioning

confidence: 99%

The Comparison of the Speed of Solving Chemistry Calculation Tasks in the Traditional Way and with the use of ICT

Dojer,

Kristl,

Šorgo

2023

ACSi

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Efficiency of time use is a key factor in chemistry calculation tasks, affecting both, personal and professional domains. This study is dedicated to finding the fastest methods for accomplishing chemistry tasks. Our investigation delves into the comparative temporal outlays made by students as they engage three different approaches: using an electronic calculator, a basic calculator app on a smartphone, and a desktop computer calculator. As part of our research, we examine a cohort of 52 Slovenian university students, preservice teachers who were actively enrolled in chemistry and related science programs, spanning the academic years of 2019 and 2022. The results from 2019 show that students can solve the chemistry tasks most quickly using electronic calculator and take the most time to calculate the tasks using smartphones (Δmean = 133 s; ΔSD = 5 s; Δmin = 97 s; Δmax = 131 s). An even larger difference is observed from the 2022 study year (Δmean = 189 s; ΔSD = 129 s; Δmin = 170 s; Δmax = 625 s). In summary, although smartphones are recognised as a multitasking device, replacing traditional single-purpose devices, they have not been able to outperform them.

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Section: Discussionmentioning

confidence: 99%

The Comparison of the Speed of Solving Chemistry Calculation Tasks in the Traditional Way and with the use of ICT

Dojer,

Kristl,

Šorgo

2023

ACSi

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“…Therefore, several researchers are also interested in using mix-methods (4 articles). Another interesting thing is the augmented reality trend which is approached by R&D. -Muqbil, 2022;Cahyana et al, 2023;Cejka et al, 2021;Chuang et al, 2023;Kumar et al, 2023;López-Cortés et al, 2021;Petrov & Atanasova, 2020;Wang et al, 2022) 2 Qualitative 21 (Abriata, 2020;Aivelo & Uitto, 2016;Annisa & Subiantoro, 2022;Borrel & Fourches, 2017;Bouksim et al, 2018;Bursjöö, 2022;Celik et al, 2020;Cortés Rodríguez et al, 2022;Fuchsova & Korenova, 2019;Gregorcic & Torkar, 2022;Lam et al, 2023;Loucif et al, 2019;Maraza-Quispe et al, 2023;Nasharuddin et al, 2021;Nuanmeesri, 2018;Pence, 2020;Reeves et al, 2021;Rodríguez et al, 2021;Saidin et al, 2015;Stojšić et al, 2022).…”

Section: Research Types/methodsmentioning

confidence: 99%

Augmented reality in biology education: A systematic literature review

Permana,

Husamah,

Nurhamdani

et al. 2024

RADEN

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Augmented Reality (AR) has seen extensive utilization in the modern era, driven by rapid technological advancements. The aim of the Systematic Literature Review (SLR) method is to meticulously analyze and assess previous research on a specific phenomenon in a systematic and explicit manner. The search was conducted on the Scopus database using the keyword "Augmented Reality," resulting in 209 relevant articles. Out of this total, 35 articles passed the journal selection criteria and were deemed ready for analysis. The article selection process was carried out using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) model for inclusion and exclusion purposes. Since 2019, there has been a rising trend in research on augmented reality. The issue of AR can be approached through quantitative, qualitative, mixed-methods, and even development research (R&D). The most prominent author in AR research is NF Saidin. The data shows that the keyword "augmented reality" is strongly associated with "education" and "biology." These keywords are linked to concepts such as teacher training, augmented reality tools, teaching, biology learning, learning performance, e-learning, and virtual reality. Themes related to AR in education focus on teacher training in biology, which applies e-learning or mobile learning based on AR and virtual reality (VR). Articles were published by authors from 28 different countries, with authors predominantly from Asia. There are 15 institutions worldwide that fund AR research and publications. It can be concluded that the focus on AR in biology education will continue to grow, supported by the ongoing emphasis on technology in the modern era. This trend is reflected in the distribution year, research types/methods, instruments, areas of study, authors, keywords, authors’ nationalities, and collaboration patterns.

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“…Cause universities do not pay for and maintain expensive hardware on-site anymore. Just use it through cloud providers such as Amazon, Google, or Microsoft; it means no longer needed that their computers (Pence, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Blended Instruction on Cloud via an Interactive Augmented Reality Technology Model to Enhance Digital Literacy

Soutthaboualy¹,

Chatwattana²,

Piriyasurawong³

2021

HES

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The objectives of the study were 1) Synthesize the conceptual framework of blended instruction on the cloud via an interactive augmented reality technology model to enhance digital literacy, 2) Design the blended instruction on the cloud via an interactive augmented reality technology model, 3) Develop the blended instruction on the cloud via an interactive augmented reality technology model, and 4) Study the suitability assessment of the blended instruction on the cloud via an interactive augmented reality technology model. The proposed model develops digital literacy skills, one of the most important skills for learners in the 21st century that contributes to the learning society in the digital world. The samples group used in the study were nine experts in higher education. Then analyzing the data obtained from the assessment, using mathematic mean and standard deviation. Results of the assessment found the following. 1) The developed teaching and learning model consisted of four components: inputs, blended instruction on cloud processes, outcomes, and feedback. 2) The blended instruction on the cloud processes consists of 3 steps: the preparation, teaching and learning, presentation and summary of the learning results. 3) The assessment of the suitability of the developed teaching and learning model was at the highest appropriate. 4) The suitability assessment in the developed teaching and learning model was at the highest appropriate.

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How Should Chemistry Educators Respond to the Next Generation of Technology Change?

Cited by 19 publications

References 21 publications

The Comparison of the Speed of Solving Chemistry Calculation Tasks in the Traditional Way and with the use of ICT

The Comparison of the Speed of Solving Chemistry Calculation Tasks in the Traditional Way and with the use of ICT

Augmented reality in biology education: A systematic literature review

The Blended Instruction on Cloud via an Interactive Augmented Reality Technology Model to Enhance Digital Literacy

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