Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education

Abdinejad, Maryam; Talaie, Borzu; Qorbani, Hossain Samar; Dalili, Shadi

doi:10.1007/s10956-020-09880-2

Cited by 73 publications

(61 citation statements)

References 49 publications

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“…Since it can simulate hi-fidelity engineering experiments in their authentic environments, VR has been used to improve the practical, hands-on learning component in engineering courses. Many subjects, including the sciences (Gupta & Gupta, 2012;Markowitz et al, 2018;Brown et al, 2020), languages (Enkin et al, 2021;Xie et al, 2019), chemistry (Abdinejad et al, 2020;Klingenberg et al, 2020), and mathematics (Cai et al, 2019), have yielded improved learning outcomes among students due to the use of VR.…”

Section: Virtual Reality Technologies In Online Labsmentioning

confidence: 99%

“…In several recent studies, the effectiveness of VR technology was evaluated and compared to that of standard teaching strategies in several content areas. An intervention combining fundamental chemical processes and 3D animations as an augmented reality tool, called ARchemy, was developed in the field of chemistry (Abdinejad et al, 2020). The research was carried out on undergraduate organic chemistry students in their second and third year of study.…”

Section: Virtual Reality Technologies In Online Labsmentioning

confidence: 99%

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Teaching Lab-based Courses Remotely: Approaches, Technologies, Challenges, and Ethical Issues

Attarbashi¹,

Hashim²,

Abuzaraida³

et al. 2021

IJES

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Online learning has gained substantial traction since the popularization of Massive Open Online Courses (MOOCs) over the last decade. After the dawn of the Covid-19 pandemic, online learning has become an indispensable mode of modern-day education. All educational institutions around the world are now compelled to switch to online classes as a physically safer and more flexible option for teaching and learning during the pandemic. Although many studies have examined the effectiveness of this online T&L mode, almost no attention has been paid to the use of virtual laboratories, which are an important means of teaching practical skills and complicated theories for science and engineering subjects. Like other online methods that have their particular advantages and disadvantages, the utility of virtual laboratories is detracted by the fact that they lack some of the qualities present in the actual experiments seen in traditional learning classrooms. In particular, virtual labs are not as effective as authentic lab experiments in developing soft skills that are typically acquired from students’ teamwork activities, in addition to lacking the ability to assess the various levels of knowledge acquisition, content mastery and student attention in class. Hence, the aim of this paper is to address these issues about the utility and drawbacks of virtual labs in achieving the long-term goals and learning outcomes of STEM education. In addressing these issues, the paper highlights the varying technologies, such as gaming and virtual reality, used by different educational institutions as substitutes for physical engineering laboratories. The final section of the paper discusses some of the ethical issues related to online learning for science and engineering subjects.

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Section: Virtual Reality Technologies In Online Labsmentioning

confidence: 99%

Section: Virtual Reality Technologies In Online Labsmentioning

confidence: 99%

Teaching Lab-based Courses Remotely: Approaches, Technologies, Challenges, and Ethical Issues

Attarbashi¹,

Hashim²,

Abuzaraida³

et al. 2021

IJES

View full text Add to dashboard Cite

show abstract

“…Teaching abstract chemistry concepts is challenging for chemistry teachers (Abdinejad, et al, 2020;Crandall, et al, 2015;Yamtinah, et al, 2019). In addition, many students and even university students find chemistry difficult and complex (Herga, et al, 2016;Woldeamanuel, et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, many students and even university students find chemistry difficult and complex (Herga, et al, 2016;Woldeamanuel, et al, 2014). One of the abstract and challenging topics for students is the 3-dimensional visualization of molecular structure, chemical reactions, stereochemistry, chemical bonds, and sub-microscopic representations (Abdinejad, et al, 2020;Battle, et al, 2010;Gilbert & Treagust, 2009). In chemistry learning, teachers and students need to represent mental models on a molecular scale (Chittleborough & Treagust, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…However, representation and visualization of molecular mental models that are less clear can often make it difficult for students to understand chemistry and see its relevance in their lives in society (Venkataraman, 2009). Therefore, represent and visualize 2D images in student textbooks into actual 3D structures for today's chemistry learning (Abdinejad, et al, 2020;Othman, et al, 2008;Venkataraman, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Content Validity of Android-Based Augmented Reality Media for Chemical Bonding using Rasch Model

Yamtinah

Ariani

Andriyanti

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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21st-century learning presents chemistry teachers with new challenges in teaching abstract chemistry concepts with various technologies that continue to develop. One of the media that can visualize abstract chemical concepts is Augmented Reality (AR). AR media developed in chemistry learning needs to be valid so that it can be used properly. Therefore, this study aims to examine the validity of the Android-based AR media developed. Four education practitioners carried out the validation as experts, and 13 students participated as respondents. The instrument used is a questionnaire with a Likert scale. The data obtained were analyzed quantitatively with the Rasch model using the facet software. The results of the analysis show that the Exact Agreements are 41.10%, and the Expected Agreements are 42.20%. The most challenging aspect to achieve is media design, while profit is the most easily agreed-upon aspect. Based on this assessment, in the development of augmented reality media, it is necessary to pay attention to display aspects and 3D objects suitable for viewing a material so that it is easier for users to understand the material.

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Trendbericht: Chemiedidaktik 2022

Maaß¹,

Lanfermann²,

Habig³

2022

Nachr Chem

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I n den letzten Jahren haben sich die Rahmenbedingungen für Bildung ständig verändert, etwa durch coronabedingte Schulschließungen und Lernende, die kein Deutsch verstehen. Um Lehrende und Lernende zu unterstützen, erschließen Chemiedidaktiker:innen daher fortlaufend (neue) Themen, entwickeln Experimente und Konzepte für den Unterricht und untersuchen kontinuierlich Lehr-Lernprozesse. Diese zwei Bereiche chemiedidaktischer Forschungdie experimentell-konzeptionelle und die empirische -und deren Entwicklung in den Jahren 2021/22 präsentiert dieser Bericht. Um Trends in der experimentellkonzeptionellen Forschung zu erkennen, wurden von September 2021 bis August 2022 149 Artikel in folgenden nationalen Journalen gesichtet: • Chemie konkret (CHEMKON) • Naturwissenschaften im Unterricht Chemie (NiU-C) • Chemie in unserer Zeit (ChiuZ) • Journal des Verbands zur Förderung des MINT-Unterrichts (MNU) Berücksichtigt wurden auch 119 Artikel in den internationalen Journalen:

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Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education

Cited by 73 publications

References 49 publications

Teaching Lab-based Courses Remotely: Approaches, Technologies, Challenges, and Ethical Issues

Teaching Lab-based Courses Remotely: Approaches, Technologies, Challenges, and Ethical Issues

Examining the Content Validity of Android-Based Augmented Reality Media for Chemical Bonding using Rasch Model

Trendbericht: Chemiedidaktik 2022

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