AR in science education – an AR based teaching‐learning scenario in the field of teacher education

Krug, Manuel; Czok, Valerie; Muller, S. Raschid; Weitzel, Holger; Huwer, Johannes; Kruse, Stefan; Müller, Wolfgang

doi:10.1002/ckon.202200016

Cited by 12 publications

(16 citation statements)

References 18 publications

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“…So, students could move through the room and compare experienced loudness and calculated loudness and thereby experience the effect of interference and at the same time see the power of modelling in science. There is also the possibility for immersive interaction with this modelling power by using the Augmented Reality function of the app [27][28][29].…”

Section: Exemplary Resultsmentioning

confidence: 99%

Project digiSTAR – digital augmented Science Teaching and Research

Blick,

Syskowski,

Möhrke

et al. 2024

J. Phys.: Conf. Ser.

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This paper introduces the digiSTAR project, whose primary focus is on bridging the digital gap in undergraduate studies, which arises between the now digitalized schools and the technology-driven master’s programs at universities when undergraduate courses are taught in a more traditional and less digitalized way, by providing teaching-learning modules and digital resources. The second goal is to provide pre-service science teachers with authentic learning opportunities for designing and testing lessons and (peer) feedback on their own developments, in accordance with the DiKoLAN framework, which characterizes digital competencies for teaching in science education. Initial results of the first design-based research cycle, based on a survey of first-year chemistry students, showed that chemistry students have difficulty understanding the physical fundamentals of quantum chemistry needed to understand topics such as molecular orbital theory. These challenges can potentially be eased through the implementation of innovative digital modules, which have been and will be created by teacher students enrolled in the Master of Education program. The project digiSTAR aims to establish a collection of digital modules designed for first-year science courses, with the long-term vision of extending this endeavour to encompassing a broader range of academic disciplines to address and reduce the digital gap.

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Section: Exemplary Resultsmentioning

confidence: 99%

Project digiSTAR – digital augmented Science Teaching and Research

Blick,

Syskowski,

Möhrke

et al. 2024

J. Phys.: Conf. Ser.

Self Cite

View full text Add to dashboard Cite

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“…This is done by projecting particle movements and symbolic representations of chemical states or processes onto real scenarios, enhancing understanding of chemistry. 24 Apart from the technical and educational potential that AR offers for chemistry education, some studies have been able to demonstrate negative effects in specific cases (e.g., on cognitive overload). 24 There is, however, a large array of case studies reporting on the positive effects of AR concerning motivation.…”

Section: ■ Digitalization In Chemistry Educationmentioning

confidence: 99%

“…24 Apart from the technical and educational potential that AR offers for chemistry education, some studies have been able to demonstrate negative effects in specific cases (e.g., on cognitive overload). 24 There is, however, a large array of case studies reporting on the positive effects of AR concerning motivation. Since our learning environment is primarily concerned with motivating students to engage with the sustainability of a tablet's use, our evaluation focuses only on situational interest and motivational aspects.…”

Section: ■ Digitalization In Chemistry Educationmentioning

confidence: 99%

“…AR can illuminate unseen processes (e.g., the intercalation process of lithium ions in batteries) by bridging the macroscopic and submicroscopic levels (as discussed as one of the major challenges in learning chemistry), aiding students who struggle with imaging submicroscopic processes. This is done by projecting particle movements and symbolic representations of chemical states or processes onto real scenarios, enhancing understanding of chemistry . Apart from the technical and educational potential that AR offers for chemistry education, some studies have been able to demonstrate negative effects in specific cases (e.g., on cognitive overload) .…”

Section: Digitalization In Chemistry Educationmentioning

confidence: 99%

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Teaching with Augmented Reality Using Tablets, Both as a Tool and an Object of Learning

Syskowski,

Lathwesen,

Kanbur

et al. 2024

J. Chem. Educ.

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In this paper, we present a novel approach to utilizing tablets in chemistry education. In the context of education for sustainable development, we utilize tablets as objects of learning to address the lithium-ion battery. In addition, we used tablets as learning tools by making use of augmented reality technology. This way, we have created an innovative digital learning scenario that corresponds to a 3-h laboratory. Evaluation took place during the implementation of nonformal student laboratories. Results show positive effects in interest to working with tablets as a tool and an object of learning.

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“…It can also be filled in by the students with observations and conclusions about their results. The AR applications were designed according to an evaluation grid for the design parameters of AR learning environments developed by Krug et al 40,41 In "The Mystery of Coral Death", the focus was on the design parameters "Immersion" as well as "Game Elements". Slater and Wilbur define immersion in such a way that it can be used to describe a technology whose degree provides information about how an enveloping, comprehensive, and vivid application gives the user's senses an illusion of alternative reality.…”

Section: "The Mystery Of Coral Death": An Exit Game For Sdg 14mentioning

confidence: 99%

ZuKon 2030: An Innovative Learning Environment Focused on Sustainable Development Goals

et al. 2022

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Global challenges such as the COVID-19 pandemic highlight the need for visionary innovations in chemical education. We recently deigned a new learning environment called “ZuKon 2030”, which addresses sustainability from a chemical perspective while simultaneously introducing students to the sustainable development goals (SDGs) of the United Nations Agenda 2030. It integrates modern and innovative learning strategies by creating a format that can be used in either face-to-face or distance learning settings. In addition to the modules designed as exit games embedded in the overarching narrative of a fictional science conference, the Future Conference, paper materials enriched with Augmented Reality are used in order to allow students to complete the modules independently. In this paper, we present the basic concept of the learning environment and concretely show the implementation of the concept. We use the module “The Mystery of Coral Death” as an example, and we report our results and experiences with the entire learning environment. In the preliminary study, the students rated the hybrid learning environment mostly positively in the areas of thematic content, realization of the learning environment, digital content, and game elements.

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AR in science education – an AR based teaching‐learning scenario in the field of teacher education

Cited by 12 publications

References 18 publications

Project digiSTAR – digital augmented Science Teaching and Research

Project digiSTAR – digital augmented Science Teaching and Research

Teaching with Augmented Reality Using Tablets, Both as a Tool and an Object of Learning

ZuKon 2030: An Innovative Learning Environment Focused on Sustainable Development Goals

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