Using Augmented Reality as a Powerful and Innovative Technology to Increase Enthusiasm and Enhance Student Learning in Higher Education Chemistry Courses

Abstract

The promotion of spatial skills is essential in chemistry education. However, the process of acquiring these skills can be monotonous if learning is limited to the memorization of Newman projections or 3D molecular kits. Existing approaches to learning using visualizing tools require physical models which limit learning activities to within the classroom. Augmented reality (AR) in chemistry education allows students to see actual compound representation in a 3D environment, inspect compounds from multiple viewpoints, and control compounds interaction in real-time in any location. This facilitates the understanding of the spatial relations between compounds. We developed a methodology to use and assess an AR program to teach chemistry to associate degree science students. Figures of small organic molecules together with customized AR cards were used to let students appreciate the complexity of a 3D compound structure by viewing and rotating the depicted compounds. The effectiveness of learning chemistry using AR technology was evaluated. Quantitative questionnaire feedback results from students showed that 87% found that using AR technology for chemistry subjects was an effective teaching method that enhanced their learning, and students were satisfied with the AR educational app and the AR materials used. In a pre- and post-test evaluation of a group activity, students learned better and remembered more information about functional groups and drawings of complicated compounds after using AR technology. On the basis of our results, we can conclude that using AR has a positive impact on enthusiasm and learning in higher education chemistry courses for subdegree students, and this technology should be broadly used as a digital tool to promote active learning during the COVID-19 pandemic.

Trends of Augmented Reality Applications in Science Education

“…A possible reason why quantitative methods are often adopted may be related to the fact that the potential of AR technology in science education is well documented. For example, using AR has a positive influence on enthusiasm [6], academic achievement and spatial intelligence [7], STEM interest [35], and attitudes [5]. This implies that there are numerous research studies in the literature that investigate the effect of AR applications on student learning quantitatively.…”

“…This implies that there are numerous research studies in the literature that investigate the effect of AR applications on student learning quantitatively. Another reason why quantitative designs are mostly employed in educational AR studies may be related to the familiarity of the scholars and researchers with quantitative methods and the wide acceptance of quantitative approaches than others [4]- [6]. This explains why there is a lot of research on AR technology adopting a quantitative approach.…”

“…In a study, Klopfer and Squire [1] define AR as "a situation in which a real-world context is dynamically overlaid with coherent location or context-sensitive virtual information" (p. 205). As a popular technology tool, AR is extensively adopted at all levels of education [2]- [6]. Because it is useful for educational purposes, the use of AR has also been examined across disciplines, for example, in physics [4], biology [5], chemistry [6], and mathematics [7].…”

“…As a popular technology tool, AR is extensively adopted at all levels of education [2]- [6]. Because it is useful for educational purposes, the use of AR has also been examined across disciplines, for example, in physics [4], biology [5], chemistry [6], and mathematics [7]. In general, AR is utilized to make connections between virtual objects and the real environment in order to simplify and clarify the visualization of complex materials [8].…”

Posibilidades didácticas de la herramienta de realidad aumentada ZapWorks en la enseñanza de las ciencias. Una experiencia con estudiantes de un Máster en Profesorado

“…91-118 | 95 la Biología y la Geología. Estas herramientas, aplicadas en escenarios de enseñanzas de carácter experimental como las citadas, suponen un enorme potencial para favorecer los procesos de enseñanza y aprendizaje, ya que nos permiten complementar, amplificar, reforzar y enriquecer la información que nos aporta el espacio físico real del aula, haciendo los conocimientos científicos más comprensibles y accesibles y permitiendo a los estudiantes interactuar con ellos (Abdinejad et al, 2021;Chai et al, 2022;Cortés Rodríguez et al, 2021;Eriksen et al, 2020;Jiménez, 2019;Krüger et al, 2021;Liu et al, 2022;Macariu et al, 2020;Probst et al, 2021;Schmid et al, 2020;Wong et al, 2021).…”