MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space

Alrige, Mayda; Bitar, Hind; Al-Suraihi, Waad; Bawazeer, Kholoud; Al-Hazmi, Ekram

doi:10.3390/technologies9030053

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Peterson et al (2020) depicted an AR application used to visualize the complex three-dimensional structures of macromolecules such as proteins or DNA. Alrige et al (2021) described the development of an AR application in which students can visualize the structures of chemical elements at the submicroscopic level by using their smartphone camera to scan special cards of chemical elements. In both examples, there were clear benefits of utilizing AR-assisted visualization regarding students' interests and their understanding of 3D structures.…”

Section: Using Digital Tools For Visualizationmentioning

confidence: 99%

Modes of technology integration in chemistry teaching: theory and practice

Aroch,

Katchevich,

Blonder

2024

Chem. Educ. Res. Pract.

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The rise of digital technologies since the second half of the 20th century has transformed every aspect of our lives and has had an ongoing effect even on one of the most conservative fields, education, including chemistry education. During the Covid-19 pandemic, chemistry teachers around the world were forced to teach remotely. This situation provided the authors with an opportunity to investigate how chemistry teachers integrate technology into their teaching, compared with how the research literature suggests that it is done. The theoretical framework used in this explorative qualitative study involves chemistry teachers' technological, pedagogical, and content knowledge (TPACK). In particular, the study focused on different modes of technology integration (MOTIs) in chemistry teaching, which is a part of the teachers’ TPACK. In the first stage, five expert chemistry teachers were interviewed so that they could share their extensive experience with technology during online chemistry teaching. Analysis of their interviews revealed that the teachers applied 7 MOTIs in their chemistry teaching. Of these MOTIs, 4 were reported in the chemistry teaching literature: (1) using digital tools for visualization, (2) using open digital databases, (3) using computational methods, and (4) using virtual laboratories and videos of chemical experiments. In addition, the interviews revealed three new MOTIs in chemistry teaching not previously reported: (5) supporting multi-level representations, (6) enabling outreach of chemistry research, and (7) presenting chemistry in everyday life phenomena. In the second research stage, we collected the perspectives of other chemistry teachers (N = 22) regarding the 7 MOTIs. This stage enabled us to validate the findings of the first stage on a wider population and provided data to rate the importance of the seven different MOTIs according to the teachers. We wish to stress that understanding the MOTIs will not only enrich teachers’ theoretical knowledge base regarding integrating technology into chemistry teaching—it will also contribute to chemistry teachers' preparation and professional development programs.

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Section: Using Digital Tools For Visualizationmentioning

confidence: 99%

Modes of technology integration in chemistry teaching: theory and practice

Aroch,

Katchevich,

Blonder

2024

Chem. Educ. Res. Pract.

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“…AR technology can be widely used as a teaching aid in the future, but only at a basic and non-holistic level (Akashah et al, 2016;Sepasgozar, 2020). As a result, AR technology can be developed and used as a learning medium in the field of education (Alrige et al, 2021;Cahyani et al, 2021). The study of Norabeerah et al ( 2012) demonstrated that AR is used in various fields such as science, astronomy, and English.…”

Section: The Impact Of Augmented Reality On Student Performancementioning

confidence: 99%

“…Despite having a positive impact, third-language effectiveness remains far behind (Akashah et al, 2016). AR technology can be used in games (Sepasgozar, 2020), language translation, vocabulary, sentence reading, and correct pronunciation (Alrige et al, 2021;Cahyani et al, 2021;Fauzan et al, 2020;Lubis et al, 2019). Thus, augmented reality (AR) is a new system that is rapidly expanding and has the potential to improve the effectiveness of teaching and learning in order to meet educational technology goals in the future (Alrige et al, 2020).…”

Section: The Impact Of Augmented Reality On Student Performancementioning

confidence: 99%

Augmented Reality in Language Learning: Enhancing Student Engagement in a Third Language Subject

Saja¹,

Mazlan²,

Fauzi³

et al. 2022

IJARBSS

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To improve student performance on the subjects studied, the fields of education and technology cannot be separated. Although technology has been used in Third Language Subject Education for a long time, student performance has been seen to decline from 2020 to 2021. In fact, the use of augmented reality (AR) multimedia technology continues to remain uncommon, particularly in third-language subjects at Universiti Teknologi MARA (UiTM). Due to the paucity of studies on the impact of using AR technology in the third language on student performance, this needs to be investigated. The use of AR in education and training can speed up instruction, be lightweight and portable, have clear content, and cost less to print. The purpose of this research is to determine how the use of AR-oriented multimedia technology affects student performance in third-language learning methods and lecturer roles. Data from questionnaires is collected using quantitative methods. SmartPLS 3.0 was used to analyse the data. A total of 387 UiTM students who took a third language course participated in the study. The analysis revealed that the use of multimedia had a significant impact on student performance, with the exception of the teaching strategy factor, which had no effect on student performance. Future proposals to broaden AR research into other areas of social science.

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Augmented reality in developing students’ understanding of chemistry triplet: a systematic literature review

Ribič,

Devetak

2024

Chemistry Teacher International

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Augmented Reality (AR) is increasingly finding its way in chemistry education, and it is becoming an important teaching tool to help students understand complex chemical phenomena. Forty-six papers from two databases published between 2018 and 2023 on the implementation of AR in chemistry education with empirical quantitative research design, were analysed. The results show that learning effectiveness is the main objective of AR studies. Technology acceptance questionnaires and achievement tests were the most popular data collection instruments. AR was recognised as a useful and easy to use tool that helps students to improve their learning. However, no study has yet been conducted on effectiveness of AR on students’ understanding of the chemical triplet. Also, some challenges were identified related to technical issues with the AR app and teachers’ resistance to using this technology. Further research is needed to test this technology in different learning settings and with different types of learners.

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MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space

Cited by 3 publications

References 15 publications

Modes of technology integration in chemistry teaching: theory and practice

Modes of technology integration in chemistry teaching: theory and practice

Augmented Reality in Language Learning: Enhancing Student Engagement in a Third Language Subject

Augmented reality in developing students’ understanding of chemistry triplet: a systematic literature review

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