Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

Habig, Sebastian

doi:10.1111/bjet.12891

Cited by 54 publications

(41 citation statements)

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“…So, besides the influence on cognitive load, augmented reality seems also be able to reduce the influence of mental rotation abilities on the learning gains [16,17]. This finding is very promising to overcome difficulties for low-achievers in mental rotation when learning complex chemical concepts and also, to overcome possible sex-differences in mental rotation abilities, as pointed out by Halpern and Collaer [20,33]. For further research it would be very interesting to conduct a follow-up test on mental rotation abilities after several AR-uses, to investigate, whether the AR-learning improved the learners mental rotation abilities sustainably [16,17].…”

Section: Discussion On Further Findingsmentioning

confidence: 73%

“…Representations play an indispensable role in science communication [15][16][17][18]. To express chemical phenomena, there is huge variety of representations like wedge-dash-notations, ball-and-stick-models or symbolic representations like chemical equations or chemical structures [16,17,19,20]. Wu and Puntambekar [21] distinguish the following four forms of external representations with the given examples:…”

Section: Representations In Science Educationmentioning

confidence: 99%

“… Symbolic-mathematical: Examples from the context of chemistry are element-symbols, structural formulas, or ball-and-stick-models.  Visual-graphical: This type of representations has a reference in their kind of representation to the real-life phenomena on the macroscopic level [20].  Action-operational: Examples from the context of chemistry are hands-on experiments and inquiry-based actions.…”

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confidence: 99%

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Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

2021

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This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.

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Section: Discussion On Further Findingsmentioning

confidence: 73%

Section: Representations In Science Educationmentioning

confidence: 99%

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confidence: 99%

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Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

2021

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“…In addition to all of these factors, AR contributes to education by improving digital competencies and bringing virtual content into the classroom, which allows students to contextualise their learning and facilitate understanding of different subjects [43,44]. The final result is an improvement in academic performance and the classroom climate [45,46].…”

Section: Augmented Reality In Teaching and Learning Processesmentioning

confidence: 99%

Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom

Moreno-Guerrero

García

Navas-Parejo

et al. 2020

IJERPH

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Recently, there has been a proliferation of technopedagogical practices, based on the application of active teaching and learning processes through the use of information and communication technologies (ICT). The main objective of this work is to analyse the impact of training action through the use of augmented reality in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method. The methodology developed is quantitative, through a quasi-experimental design post-test in 140 high school students in the field of physical education. The results indicate that all of the dimensions show a very high, significant relationship. The greatest difference in average is observed in motivation. In contrast, the smallest difference, although significant, is observed in the grades given by the teachers themselves. It can be concluded that the method of teaching through augmented reality is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content.

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“…Esto se debe a que el móvil es un dispositivo portátil que los estudiantes pueden utilizar para aplicaciones RA basadas en localización y por su disponibilidad en diversos entornos (Steinkuehler & Squire, 2014), para una gran variedad de personas (Nincarean et al, 2013;Cheng & Tsai, 2013). La RA viene siendo utilizada en diferentes ámbitos como la Química (Nechypurenko et al, 2018;Habig, 2020;Irwansyah et al, 2018), Arquitectura (De La Fuente Prieto et al, 2017;Abdullah et al, 2017), Ingeniería (Wr et al, 2017;Li et al, 2017), Medicina (Andersen et al, 2016;(Kilgus et al, 2015), Marketing (Rauschnabel et al, 2019;Wedel et al, 2020;Scholz & Duffy, 2018), entre otros. Las diferentes aplicaciones de RA utilizan mecanismos que definen el grado de complejidad en los que se desenvuelven estos sistemas; funcionan como activadores de información y se encuentran clasificados en lo que se conoce como niveles de RA.…”

Section: Realidad Aumentadaunclassified