The Development of Augmented Reality Applications for Chemistry Learning

Irwansyah, Ferli Septi; Asyiah, Efa Nur; Maylawati, Dian Sa’adillah; Farida, Ida; Ramdhani, Muhammad Ali

doi:10.1007/978-3-030-42156-4_9

Cited by 10 publications

(4 citation statements)

References 22 publications

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“…Some topics were present in more than one article, such as ‘Organic chemistry’ and ‘Chemical reactions’, and others were present in only one study, such as ‘Molecular hybridization’ and ‘Titration’. Likewise, some articles addressed more than one topic, such as the work of Estudante and Dietrich (2020) and Irwansyah et al (2020). Other articles covered only one topic, such as the work of Zhu et al (2018) and Fitriani et al (2019).…”

Section: Resultsmentioning

confidence: 99%

“…Numerous benefits are pointed out when AR is used as a tool to support teaching methodologies (Pribeanu et al, 2017). It gives educators the opportunity to provide new ways of presenting learning materials (Cai et al, 2021), allowing them to design more interactive learning environments to stimulate students’ intellectual curiosity (Satpute & Bansode, 2016), aiding the retention of new information and conceptual knowledge (Irwansyah et al, 2020), and improving learning performance (Osman et al, 2020). Likewise, it facilitates learning (Olim & Nisi, 2020), enhances the development of spatial skills (Fatemah et al, 2020), and supports learning of abstract concepts (Virata & Castro, 2019).…”

Section: Introductionmentioning

confidence: 99%

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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: Resultsmentioning

confidence: 99%

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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“…One of the substances contains a chemical link. Material for chemical bonds has abstract, microscopic, and layered properties (Bergqvist et al, 2013;Irwansyah et al, 2020). Due to the features of chemical bonding material, learners have learning challenges (Chandrasegaran et al, 2007;Chittleborough & Treagust, 2007;Oludipe andAwokoy, 2010, Pérez et al, 2017;Kumpha, Suwannoi, & Treagust, 2014).…”

Section: Introductionmentioning

confidence: 99%

Development of Articulate Storyline 3-Based for Chemical Bonding Teaching Materials

Lestarani,

Tanone,

Parera

et al. 2023

HJKK

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The development of Articulate Storyline 3 (AS3)-based chemistry teaching resources on chemical bonding is the aim of this research. the subject of research was 10th-grade senior high school students. This research was conducted to investigate the form of creation and viability of chemical bonding teaching materials using the AS3 application. Minor modifications are made to the Borg and Gall method for instructional design for the production of AS3-based chemical bonding teaching materials. The technique consists of five steps: preliminary studies, product design plan (planning and development), product validation (validation design and revision), field trials, and final product dissemination. The instruments used in this study were interview sheets, questionnaires in the form of instrument validation for material experts, and media experts, tests for students, and documentation. Material expert data, media, and student responses were obtained and analyzed to describe the validity and feasibility of teaching materials. The findings indicated that the optimal percentage was 96.42%, while the very excellent percentage was 96.66%. The results of the evaluation of the feasibility of teaching materials by material specialists and media specialists were 83.07% and 84.61 %, respectively, in the very excellent category. According to the findings of expert evaluations and field testing of chemical teaching materials based on AS3, this chemical bond material is very appropriate for use in educational settings.

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“…Assisted by application technology, in this case, Augmented Reality (AR) media is applied in the delivery of scientific material. AR is very important for the contextualization of scientific lessons Irwansyah et al, 2020) (Marinda, 2020). AR can help students critically solve everyday challenges (Hikmandayani et al, 2021;Salkiawati et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

jip

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The study aims to produce a Science Student Worksheet (LKPD) based on literacy and numeracy assisted by augmented reality media at the State Islamic Elementary School (MIN) of Bandar Lampung. This development research uses the ADDIE model which consists of five steps, namely: analysis, design, development, implementation, and evaluation. The subjects in this research are V class of MIN Bandar Lampung students. Data collection techniques apply to a questionnaire. Data analysis techniques in this study used qualitative and quantitative analysis techniques. Qualitative data is obtained from input from experts/validators when validating material, media, and language. Meanwhile, quantitative data are obtained from a two-sample comparative test t-test and N gain test. Based on the validation results, it has fulfilled several predetermined indicators, namely: a) Content Eligibility with an average value of 3.33; b) Oriented towards the development of LKPD with Literacy content with an average value of 3.28; and, c) Oriented to the Development of LKPD with a numerical content of an average value of 3.31. The linguist validator has also met several language indicators which have been set at 3.40 with a valid assessment category. On the practical aspect, an average value of 3.38 is obtained with the valid category. And the average value of attractiveness based on student responses is 3.27 which is included in the attractive category. This LKPD is interesting because an explanation of the experimental activities and the use of AR media is complemented by how to use it so that work mechanisms/procedures are also presented with props.

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The Development of Augmented Reality Applications for Chemistry Learning

Cited by 10 publications

References 22 publications

A systematic review of augmented reality in chemistry education

A systematic review of augmented reality in chemistry education

Development of Articulate Storyline 3-Based for Chemical Bonding Teaching Materials

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