This manuscript introduces the Multitouch Learning Book as a learning guide for school chemistry lessons. It is an e-book with integrated multimedia content, in which additional interactive materials are integrated. The use of chemistry lessons offers various advantages in terms of individual support, teaching methods and the combination of teaching with extra-curricular learning locations. Multitouch Learning Books can be grouped into the Huwer and Brünken (2018) model, which describes the dimensions of the use of digital media in individual learning processes. The first dimension describes the three operating modes of the tablet as an experimental tool, a learning tool, as well as a learning companion, the second dimension describes the methodological implementation of the tablet and the third dimension describes individualization. In addition, this document introduces the independently created Multitouch Learning Book on the topic of the particle model. During the preparation process, the current state of the art in research on the topics covered and the possibilities for individual funding was taken into account. In addition, an empirical study was conducted to investigate the influence on cognitive learning growth.
Given that students are constantly communicating and documenting special experiences in their social and private lives with digital devices, we suggest that this behavior could be used to record and deepen learning experiences -such as visualizing reactions at the molecular level -in a chemistry class. An example would be the creation of stop-motion videos to aid the visualization process for the documentation of experiments. This approach makes use of well-established techniques for documentation and visualization (e.g. static models or pictures) and combines them with dynamic approaches (e.g. animations) in order to enhance explanations of chemical experiments. Here, we describe how we use this approach to augment the novel teaching method, EXPlainistry (experiments explained in chemistry) with 5 th to 12 th graders, and consider how it helps students use ICT
Augmented Reality is a good way to enrich and expand not only the environment but also the students' learning. When students come to a chemical laboratory for the first time, it is important to internalize the special rules and regulations. For this reason, we have linked these two components and developed an Augmented Reality Laboratory License. The students should internalize the laboratory and its rules with the help of a rally. The students set off in the laboratory and discover the various symbols and rules with the help of augmented symbols. The standard symbols, such as safety symbols, warning symbols and hazard symbols, were used to provide augmented assistance at the various stations of the rally.
Based on the example of Augmented Reality (AR) this article examines the use of digital media over tablets in chemistry lessons. The structure of an AR-centered learning environment for chemical experiments is explained against the background of learning success, motivation and self-determination. The results of an empirical case study for comparison with analog media are presented, according to which AR can be regarded as a promising tool for visualization in chemistry lessons.
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