Development and implementation of educational resources in chemistry with elements of augmented reality

Nechypurenko, Pavlo P.; Stoliarenko, Viktoriia G.; Старова, Тетяна Валеріївна; Selivanova, Tetiana V.; Markova, Oksana M.; Modlo, Yevhenii O.; Shmeltser, Ekaterina O.

doi:10.31812/123456789/3751

Cited by 66 publications

(38 citation statements)

References 17 publications

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“…Accordingly, the role of higher education in promoting the ideas of the circular economy and the formation of ethical standards for the reuse of products is difficult to overestimate. This role will consist both in the introduction of new organisational forms that enhance the effectiveness of educational activities [19], and in bringing the content of educational programs to the requirements of professional activity in terms of sustainable development [20][21][22]. A broad bottom-up movement in the transition to circular models will occur only if small and medium-sized enterprises hire graduates with the economic and technical knowledge to change business models.…”

Section: Introductionmentioning

confidence: 99%

Incorporation of upcycling techniques into technology education

Shuhailo

Derkach

Ustenko³

2022

J. Phys.: Conf. Ser.

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By surveying 95 students studying design and technology in the light industry, the problems in mastering upcycling technologies were explored, and ways to overcome them were outlined. The analysis of existing problems is carried out at three levels - personal perception of upcycling, the formation of relevant skills and knowledge and lack of experience in scaling personal expertise to a business startups level. All respondents are roughly divided into those who practice upcycling frequently and those who do it occasionally. Another 15% of respondents did not decide on their preferences. Respondent attitude, control of behaviour, and behavioural intentions are the most influential factors that encourage upcycling. The influence of social factors, perceived habits and the presence of facilitating conditions is more moderate. Interviewed students have a poor understanding of the benefits of upcycling. Competence for creativity, which is key to mastering upcycling techniques, is absent in educational and professional programs in technology and design. Several examples of possible changes in curricula from 4 disciplines aimed at the formation of creativity are given. The main reasons that complicate the scaling of acquired skills and knowledge in developing business startups with upcycling are analysed. An example of a designed startup is given.

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Section: Introductionmentioning

confidence: 99%

Incorporation of upcycling techniques into technology education

Shuhailo

Derkach

Ustenko³

2022

J. Phys.: Conf. Ser.

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“…They vary in complexity, accessibility and functionality. For example, ARToolKit, HP Reveal (Aurasma), Vuforia, Augment platforms [13,14].…”

Section: Literature Reviewmentioning

confidence: 99%

Using Blippar to create augmented reality in chemistry education

Kharchenko¹,

Babenko²,

Kiv³

2021

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.

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“…Electronic resources are widely used in training future chemical specialists [1,2,3,4]. These are resources controlled by a computer and often require a peripheral device.…”

Section: Introductionmentioning

confidence: 99%

“…One can distinct indirect or direct methods measure cognitive load [2,4,11,12]. Indirect methods of determining cognitive load are based on assessment scales and questionnaires and have many disadvantages.…”

Section: Introductionmentioning

confidence: 99%

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ICT-based assessment of cognitive load in chemistry learning

Derkach

2022

J. Phys.: Conf. Ser.

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The article is devoted to studying and preventing an excessive increase in the cognitive load of university students studying chemistry using various electronic resources. The experiment involved 49 third-year students of the Faculty of Chemistry who studied organic chemistry. A homemade software was developed to measure the level of cognitive load using the secondary problem method. Cognitive load levels were studied depending on the types of used electronic resources. The studied resource types are texts of different levels of complexity, audio and visual materials in different combinations. The load values were measured for each respondent, expressed in relative quantitative units and averaged over the whole student group. In parallel, the preferred learning styles among the respondents were identified according to the Index of Learning Style of Felder-Soloman. A correlation was established between the preferred learning styles of students and the cognitive load they feel when working with electronic resources. The factors that affect an optimal set of educational resources were identified for student groups with various learning profiles. The results of factor analysis allowed the authors to assess the contribution of different learning styles in the formation of cognitive load in the use of different electronic resources. The techniques described in this article allow one to control cognitive load, predict and prevent its excessive increase.

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Development and implementation of educational resources in chemistry with elements of augmented reality

Cited by 66 publications

References 17 publications

Incorporation of upcycling techniques into technology education

Incorporation of upcycling techniques into technology education

Using Blippar to create augmented reality in chemistry education

ICT-based assessment of cognitive load in chemistry learning

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