Application of Augmented Reality for Learning Material Structures and Chemical Equilibrium in High School Chemistry

Material structures and chemical equilibrium are important learning units in high school chemistry. In this study, an augmented reality (AR) system is developed to assist high school students in learning chemistry. Students can use AR cards to conduct virtual chemistry experiments, and the submicros...

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Bibliographic Details
Published in:Systems (Basel) 2022-09, Vol.10 (5), p.141
Main Authors: Tarng, Wernhuar, Tseng, Yu-Cheng, Ou, Kuo-Liang
Format: Article
Language:English
Subjects:
Augmented Reality
augmented reality (AR)
Cards
Chemical bonds
Chemical equilibrium
Chemical reactions
Chemical structure
Chemistry
Cognition & reasoning
Cognitive load
Computers
Earth science
Education, Secondary
Educational aspects
Educational technology
Empirical analysis
Equilibrium
Experiments
Instructional design
Knowledge
Learning
learning effectiveness
learning motivation
material structures
Methods
Science education
Sciences education
Secondary school students
Secondary schools
Students
Study and teaching
Teaching methods
Technology application
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Summary:Material structures and chemical equilibrium are important learning units in high school chemistry. In this study, an augmented reality (AR) system is developed to assist high school students in learning chemistry. Students can use AR cards to conduct virtual chemistry experiments, and the submicroscopic view of a chemical reaction will be displayed according to the chemical equation specified by the reactants and coefficients on AR cards. They can change the AR cards to observe the experimental results and obtain the simplest integer ratio in a chemical equation. It is helpful for understanding that a chemical reaction changes the composition of reactants to form new products and that the process obeys the law of conservation of mass. Empirical research has been conducted in which the experimental group used the AR system and the control group used the traditional teaching method for learning chemistry. The analytical results show that the AR system is more effective than the traditional teaching method, especially for low-achievement students. The questionnaire results indicate that the learning motivation of the experimental group was slightly higher than that of the control group, and the cognitive load was slightly lower than that of the control group, both without achieving a significant difference.
ISSN:2079-8954
2079-8954
DOI:10.3390/systems10050141