A Cognitive Load Approach to Molecular Geometries: Augmented Reality Technology and Visuospatial Abilities in Chemistry

Within chemistry education, methods for effectively teaching students the three-dimensional spatial arrangements of matter at the molecular level remains a topical issue. As a form of geometric problem solving, it requires learners to apply mental rotation abilities as an evolved visuospatial skill...

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Bibliographic Details
Published in:Education sciences 2024-09, Vol.14 (9), p.1036
Main Authors: Kenneally, Conor Desmond, Bentley, Brendan
Format: Article
Language:English
Subjects:
Analysis
Augmented Reality
Chemistry
Cognition
Cognition & reasoning
Cognitive ability
Cognitive load
cognitive load theory
Communicative language teaching
Education
Instructional design
Knowledge
Learning
Memory
mental rotations
Methods
Mobile phones
molecular geometry
Natural selection
Phonology
Problem solving
Research design
Skills
Spatial Ability
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Summary:Within chemistry education, methods for effectively teaching students the three-dimensional spatial arrangements of matter at the molecular level remains a topical issue. As a form of geometric problem solving, it requires learners to apply mental rotation abilities as an evolved visuospatial skill to obtain subject-specific content knowledge. Recent research into the use of Cognitive Load Theory (CLT) as a framework for instructional design in conjunction with augmented reality (AR) technology as a learning tool has begun to show promise in reducing unnecessary cognitive activity to improve learning. Yet, broader conclusions remain inconclusive, especially within the context of a learner’s mental rotation abilities. This study investigated the relationship between these factors by collecting data using a 2 × 3 experimental design that divided a sample of Year 10 students (n = 42) into two groups. The intervention group (n = 24) used mobile devices utilising AR technology with instructional 3D molecular geometry content featuring design principles based on CLT to encourage hand movements to rotate three-dimensional molecular structures. The non-AR-based control group (n = 18) was taught using traditional methods. Analysis of the data revealed participants using AR technology that featured CLT design principles experienced less cognitive load and improved achievement in post-testing compared to those taught using traditional methods, suggesting under certain conditions, the use of hand movement applied to AR design material improves learning.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14091036