Mobile Augmented Reality Laboratory for Learning Acid–Base Titration

Abstract

Traditionally, laboratory practice aims to establish schemas learned by students in theoretical courses through concrete experiences. However, access to laboratories might not always be available to students. Therefore, it is advantageous to diversify the tools that students could use to train practical skills. This technology report describes the design, development, and first testing of a mobile augmented reality application that enables a hands-on learning experience of a titration experiment. Additionally, it presents the extension of the TrainAR framework for chemical education through the implementation of specific domain features, i.e., logbook, graph, and practical oriented hints. To test the application, 15 participants were recruited from five different high schools and two universities in Belgium. The findings reflect that the MAR Lab app was well-received by the users. In addition, they valued the design elements (e.g., logbook and multiplechoice questions), and the system has "good" usability (SUS score 72.8, SD = 14.0). Nevertheless, the usability and learners' experience can be improved by tackling technical problems, providing more explicit instructions for subtasks, and modifying certain features. Therefore, future development will concentrate on improving upon these shortcomings, adding additional levels to target a larger audience, and evaluating the improvements' effects with more participants.

ZuKon 2030: An Innovative Learning Environment Focused on Sustainable Development Goals

“…This can range from digital labeling to additional information in the form of videos, texts, or sound files to the complete substitution of entire experiment components . “Digitizing” an experiment as a whole can also be helpful under certain circumstances, e.g., due to safety regulations or lack of laboratory equipment . This may even be the only way to perform experiments .…”

App-Free Method for Visualization of Polymers in 3D and Augmented Reality

“…Augmented reality (AR) and 3D models are accessible tools that are slowly gaining traction within the chemical and biochemical communities. 1 − 3 For example, these tools have been used to enhance learning and safety practices in the laboratory 4 − 8 and to provide an engaging and interactive way to visualize chemical species. 9 − 16 For these visualization technologies, a limited number of models and animations are created and accessed via a mobile application, Web site, or quick response (QR) codes.…”

“…As such, physical models are often used by lecturers and students to help with the visualization of a chemical species. Augmented reality (AR) and 3D models are accessible tools that are slowly gaining traction within the chemical and biochemical communities. − For example, these tools have been used to enhance learning and safety practices in the laboratory − and to provide an engaging and interactive way to visualize chemical species. − For these visualization technologies, a limited number of models and animations are created and accessed via a mobile application, Web site, or quick response (QR) codes. ,,,,,− Typically, these models consist of small molecules (∼100 atoms or less) represented as atomistic models or large molecules such as proteins represented as simplified models like “ribbons” and “sheets”. The data used for creating 3D models of these systems can be easily accessed via databases such as the Cambridge Crystallographic Data Base or the Protein Data Bank .…”

Longitudinal study of teacher acceptance of mobile virtual labs

“…This also avoids the need for demonstration of experiments in physical labs. Doing VLs have shown to significantly reduce the experimental time students spend in physical laboratories (Bolkas et al, 2022 ; Domínguez Alfaro et al, 2022 ). Assessment of Learning : Assessing learning helps every teacher strategize their pedagogic approaches to learning and maximize students’ application-oriented conceptual understanding.…”

“…This also avoids the need for demonstration of experiments in physical labs. Doing VLs have shown to significantly reduce the experimental time students spend in physical laboratories (Bolkas et al, 2022 ; Domínguez Alfaro et al, 2022 ).…”