The application of scaffolding augmented reality (AR) media in the sharing task learning of electrolyte and non-electrolyte solutions

Nurrohmah, Siti; Supriatna, Agus; Fatimah, Siti; Setiaji, Bayu

doi:10.1088/1742-6596/1521/4/042064

Cited by 2 publications

(2 citation statements)

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“…Thus, several learning domains have been progressively aided by strategies that involve AR. A number of recent investigations with this technology have been carried out in areas such as history (Trista & Rusli, 2020), mathematics (Kang et al, 2020), physics (Abdusselam & Karal, 2020), biology (Nasongkhla et al, 2019) and chemistry (Nurrohmah et al, 2020). In chemistry, understanding the microscopic/macroscopic chemical world and abstract concepts, which involve complex subjects, such as molecular structures (Maier & Klinker, 2013a), chemical bonds (Saidin et al, 2019), and chemical reactions (Ewais & Troyer, 2019), is very challenging for students (Cai et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

A systematic review of augmented reality in chemistry education

Mazzuco

Krassmann

Reategui

et al. 2022

Review of Education

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Augmented reality (AR) technology is increasingly present in chemistry teaching and learning processes. It is seen as an important pedagogical resource that allows enhancing the understanding of complex concepts at most educational levels. However, even though numerous benefits related to AR in education have been reported, no systematic review has been conducted specifically addressing the use of this technology in chemistry education. Thus, a systematic literature review was carried out in order to grasp the particularities of this scenario, such as those related to the main topics in chemistry in which AR is used, the most frequently used devices and the main advantages and challenges of this technology. Forty‐nine papers were analysed, recovered from five databases, between the years 2011 and 2020. Among the results, an increase in publications was identified in the last three years, with smartphones and tablets being the predominant devices. Molecular structures were the topic of chemistry to which AR has been most frequently applied for teaching and learning, and the advantages of using this technology were concentrated in the affective learning domain. Regarding the challenges identified, they were related to students’ difficulty of use, distraction and technical problems. The research conclusions also address gaps in research and present suggestions and directions for future work.

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Section: Introductionmentioning

confidence: 99%

A systematic review of augmented reality in chemistry education

Mazzuco

Krassmann

Reategui

et al. 2022

Review of Education

View full text Add to dashboard Cite

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“…These proportions are close to the survey of Sırakaya and Sırakaya (2018), in which the types of instruments Interview and Observation were identified, respectively, at the rates of 13.3% and 9%. The Observation instrument was used in the study of Nurrohmah et al (2020), which aimed at evaluating the improvement of students' understanding of concepts in learning tasks of sharing electrolytic and non-electrolytic solutions. As a result, the authors concluded that AR improves understanding.…”

Section: Rq-5 What Instruments Are Used To Collect Data?mentioning

confidence: 99%

Augmented Reality in the Teaching and Learning Process of Chemistry: A Systematic Literature Review

Mazzuco

Krassmann

Reategui

et al. 2023

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Chemistry Education has been progressively complemented by pedagogical strategies involving the use of Augmented Reality (AR) technology. In this context, a systematic literature review was carried out in order to present the particularities of this scenario, such as those related to the technological scope, target audience profile, research methods, data collection instruments, number of students involved, and duration of the instruction. Forty-nine articles were analyzed, recovered from five databases, between the years 2011 to 2020. Among the main results found is the increase number of publications in the last three years, with the target audience of the studies being generally Secondary and Tertiary Education students (97.96%). Regarding technological aspects, the mobile platform and the marker-based system were predominant. In terms of methodology, the quantitative approach prevailed, together with the use of questionnaires as instruments for data collection. As for the number of participants, the experiments reported usually involved between 31 and 100 students, who had up to 60 minutes of instruction time. The article ends by revealing gaps in current research, presenting suggestions and directions for future work.

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The application of scaffolding augmented reality (AR) media in the sharing task learning of electrolyte and non-electrolyte solutions

Cited by 2 publications

References 4 publications

A systematic review of augmented reality in chemistry education

A systematic review of augmented reality in chemistry education

Augmented Reality in the Teaching and Learning Process of Chemistry: A Systematic Literature Review

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