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The comprehension of micro-worlds has always been the focus and the challenge of chemistry learning. Junior high school students’ imaginative abilities are not yet mature. As a result, they are not able to visualize microstructures correctly during the beginning stage of chemistry learning. This study targeted “the composition of substances” segmen...
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Context 1
... copies of the questionnaire survey were distributed and 29 were received, all of which were considered valid. We conducted a reliability analysis of each construct and the entire question- naire; the results are shown in Table 2. The Cronbach's Alpha coef- ficient for the questionnaire is 0.974, suggesting that the questionnaire is reliable. ...
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Citations
... This interactivity stimulates curiosity, encourages exploration, and enhances student motivation and engagement in the learning process. Many practitioners, teachers, and developers have extensively studied the 3D objects incorporated through AR due to the abovementioned advantages (Cai et al., 2014;Fakhrudin et al., 2018;Macariu et al., 2020;Tsai & Huang, 2018). ...
The research aims to develop an AR app as a learning tool to facilitate first-year university students in comprehending the concept of the chemical properties and investigate students’ performance in understanding the concept of the chemical properties of main group elements. The app was developed using Unity, Vuforia, Canva, and Blender. A mixed method was employed in the R&D adopting ADDIE development model. Twenty-two students of chemistry education department at a state university in Aceh, Indonesia participated in the need analysis and implementation stage. The data was collected through questionnaires, and a system usability scale. The students’ performance was evaluated through online Quizizz platform. The findings reveal a strong consensus among students regarding the necessity of AR for comprehending chemistry concepts. The students responded positively to the app’s attractiveness, ease of use, impact on their learning experience, alignment with teaching materials, and markers quality, yielding a mean score of 91.8 %. The application is ease to use with a SUS score of 84.9. The N-Gain score indicates positive impact to the students’ performance. AR app of periodic properties of elements demonstrates feasibility and serves as a viable alternative teaching tool for the concept of periodic properties of elements.
... K-12 science education is a prominent focus in the field of education, as it plays a pivotal role in nurturing students' scientific literacy and contributing to the nation's innovation capacity (Cai et al., 2022;Reiss, 2020). However, certain scientific concepts and phenomena, such as magnetic lines of induction (Liu et al., 2021) or microscopic entities like molecules and atoms (Cai et al., 2014;Liu et al., 2023), prove challenging or impossible to observe and perceive within traditional learning environments. Consequently, students often develop misconceptions and possess a fragmented, incoherent knowledge base in specific scientific areas. ...
... Numerous studies have demonstrated that students with high prior knowledge are better equipped to apply new knowledge in problem solving compared to peers with lower prior knowledge (Chen et al., 2014). Interestingly, students with low prior knowledge can benefit from certain educational interventions, as found by Cai et al. (2014), Conley et al. (2020) and Lin et al. (2015) in the AR learning environment. Similar conclusion was observed in studies examining the effectiveness of the concept map strategy (Haugwitz et al., 2010), where students with low prior knowledge relied more on concept maps for cognitive support. ...
... According to the results of the necessary condition analysis, we found that there was no single factor present or absent that is necessary for good academic performance, poor academic performance low cognitive load and high cognitive load. In detail, it was found that AR or CM alone does not always contribute to good academic performance and low cognitive load when considering individual differences (Cai et al., 2014;Haugwitz et al., 2010;Lin et al., 2015). This finding surpassed previous studies based on mean effects, which revealed a positive effect of a single factor, AR or CM, on science learning (Cai et al., 2022;Liang et al., 2021;Sahin & Yilmaz, 2020). ...
This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These students participated in a science lesson on ‘The structure of peach blossom’. This study represents students' science learning outcomes by measuring their academic performance and cognitive load. The fsQCA results reveal that: (1) factors influencing students' academic performance and cognitive load are interdependent, and a single factor cannot constitute a necessary condition for learning outcomes; (2) multiple pathways can lead to the same learning outcome, challenging the notion of a singular best path derived from traditional analysis methods; (3) the configurations of good and poor learning outcomes exhibit asymmetry. For example, high prior knowledge exists in both configurations leading to good and poor learning outcomes, depending on how other conditions are combined.
Practitioner notes
What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning.
The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures.
Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning.
What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level.
This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning.
Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes.
There are multiple pathways to achieving good learning outcomes rather than a single optimal solution.
The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes.
... At the end of Experiment 1, the participants responded to the post-exposure questionnaire and ranked the three types of interaction and visual effects. The issues raised in the questionnaire drew inspiration from two references [36,42,45,46] that focused on VR guidance, covering 6 aspects: ...
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... The learning motivation part comprised seven items with a six-point rating scheme (see Appendix), which was adapted from a measurement tool developed by Hwang and Chang (2011) to assess the motivation of fifth-grade primary school students towards a local culture course. The original scale has undergone thorough review, adoption, and adaptation by researchers (e.g., Cai et al., 2014;Huang et al., 2023) in diverse contexts to evaluate students' motivation. In accordance with their procedures, the authors modified the scale by replacing the course name with terms relevant to learning ChatGPT to ensure content validity. ...
This mixed methods study explores EFL students’ experiences and perceptions as they learn to write a composition with ChatGPT’s support in a classroom instructional context. Students’ perceptions are explored in terms of their motivation to learn about ChatGPT, cognitive load and satisfaction with the learning process. In a workshop format, twenty-one Hong Kong secondary school students were introduced to ChatGPT, learned prompt engineering skills, and attempted a 500-word English language writing task with ChatGPT’s support. Data collected included a pre-workshop motivation questionnaire, think-aloud protocols during the writing task, and a post-workshop questionnaire on motivation, cognitive load, and satisfaction. Results revealed no significant difference in students’ motivation before and after the workshop, but mean motivation scores increased slightly. Students reported high cognitive load during the writing task, especially during prompt engineering. However, students expressed high satisfaction with the workshop overall. Findings indicate ChatGPT’s potential to engage EFL students in the writing classroom, but its use can impose heavy cognitive demands. To ensure that ChatGPT use supports EFL writing without overwhelming students, educators should consider an iterative design process for activities and instructional materials and carefully scaffolding instruction, especially for prompt engineering.
... This can result in students losing interest and having difficulty understanding complex material. So that the potential use of AR is to simulate the conditions of the solar system and explain the characteristics of the members of the solar system (Cai et al., 2014). ...
The rapid development of science and technology makes the teaching and learning process easier. In using technology, media is needed that can provide practicality in supporting learning. The aim of this research is to develop learning media in the form of an integrated Augmented Reality (AR) module for learning physics on the topic of the solar system. Objective: This research develops learning media in the form of modules that are integrated with Augmented Reality (AR) in physics learning on the topic of the solar system. Method: Development research by following Level 1 R&D Research Steps. With minimum standards for good/feasible product validation. As a result of the development results, the module is worthy of being viewed from the media and the context of the content of the solar system material. Apart from that, supporting applications that are capable of producing augmented reality based animations are also feasible both in terms of image selection so that the resulting animations are also in the feasible category. In terms of use, the integrated augmented reality module in physics learning has the potential to improve the quality of student learning
... The questionnaire was inspired by two seminal pieces of literature focused on virtual reality guidance [22,48], encompassing five dimensions: ...
The design and implementation of virtual museums have evolved over decades, broadening the scope of traditional museum exhibitions and serving as an effective complement to physical museums. However, virtual visual effects have consistently fallen short of replicating the authentic exhibition experience and cannot substitute for physical museums. In this paper, we report a dual-mode mixed visualization system combining computational photography and binocular stereo vision techniques, and introduce an innovative virtual museum for Sanxingdui bronzes. This approach enables visitors to engage with the artifacts in a multifaceted manner-allowing for navigation, interaction, auditory guidance, and the examination of textural details as if handling the artifacts directly. Further analysis of participant responses in terms of visual cognition and aesthetic appreciation across different settings demonstrates that this dual-mode mixed visualization delivers not only a spatiotemporal experience consistent with the real world but also surreal visual effects. This immersive experience allows audiences to experience Sanxingdui art intimately, offering both high-resolution visuals and cost-effectiveness.
... Penelitian yang dilakukan oleh [32] mengungkapkan bahwa peserta didik menunjukkan sikap positif terhadap perangkat lunak AR yang digunakan. Temuan ini menunjukan penerimaan positif terhadap penggunaan teknologi AR dalam proses pembelajaran, yang dapat meningkatkan keterlibatan peserta didik dalam pembelajaran. ...
... Penelitian yang dilakukan oleh [36] menunjukan kontrol gerakan tangan pada AR bertujuan untuk meningkatkan kemampuan spasial siswa, yang dapat berkontribusi pada pemahaman konsep kimia seperti struktur atom [37]. Selain itu temuan yang diungkapkan oleh [32] menunjukan bahwa aplikasi AR lebih efektif bagi siswa yang memiliki prestasi rendah dibandingkan dengan siswa yang memiliki prestasi tinggi. Hal ini menunjukkan bahwa AR dapat menjadi alat yang efektif dalam membantu siswa yang mungkin menghadapi kesulitan dalam memvisualisasikan keabstrakan kimia selama pembelajaran. ...
... AR membantu peserta didik dalam menginternalisasi konsep-konsep yang biasanya sulit dipahami melalui metode pembelajaran tradisional. AR dapat menjadi sarana yang efektif dalam meningkatkan pemahaman peserta didik terhadap konsep-konsep kimia yang kompleks [32]. Menurut penelitian [29] sebagian besar peserta didik (87%) merasa bahwa penggunaan teknologi AR dalam mata pelajaran kimia efektif dalam meningkatkan pembelajaran mereka. ...
Abstrak Penelitian ini bertujuan untuk melihat efektivitas penggunaan media augmented reality (AR) dalam pembelajaran kimia di era society 5.0. Dalam penelitian ini, dilakukan identifikasi, analisis, evaluasi, dan interpretasi riset terkait AR yang tersedia dari tahun 2010 hingga 2022, yang berkaitan dengan topik pembelajaran kimia. Metode yang digunakan adalah Systematic Literature Review (SLR) yang bertujuan menjawab pertanyaan penelitian terkait efektivitas media pembelajaran AR dalam pembelajaran kimia di era Society 5.0 dengan menggunakan database artikel online yaitu ERIC dan Google Scholar. Berdasarkan analisis literatur, dapat disimpulkan bahwa penggunaan augmented reality dalam proses pembelajaran kimia menghadirkan sejumlah keefektivan, seperti visualisasi yang mendalam, interaktivitas yang meningkat melalui keterlibatan peserta didik, memahami konsep kimia yang sulit untuk lebih mudah dipahami, memberikan retensi (ingatan)yang lebih lama pada peserta didik, dan menawarkan metode pembelajaran yang inovatif. Implikasi dari temuan ini dapat memberikan panduan praktis bagi institusi pendidikan dalam mengadopsi AR secara efektif dalam proses pembelajaran kimia. Abstract This study aims to see the effectiveness of using augmented reality (AR) media in chemistry learning in the era of society 5.0. In this study, identification, analysis, evaluation, and interpretation of AR-related research available from 2010 to 2022, related to chemistry learning topics, were carried out. The method used is the Systematic Literature Review (SLR) which aims to answer research questions related to the effectiveness of AR learning media in chemistry learning in the era of Society 5.0 using online article databases, namely ERIC and Google Scholar. Based on literature analysis, it can be concluded that the use of augmented reality in the chemistry learning process presents a number of effectiveness, such as deep visualization, increased interactivity through learner engagement, understanding chemistry concepts that are difficult to understand more easily, providing longer retention (memory) in learners, and offering innovative learning methods. The implications of these findings could provide practical guidance for educational institutions in adopting AR effectively in the chemistry learning process.
... The post-experiment survey, which employed a Likert scale with six options, from 1 (strongly disagree) to 6 (strongly agree), focused on four issue groups: "Learning Attitude", "Satisfaction when Using AR Applications", "Knowledge Absorption", and "AR Utilization Ability". This survey was built upon the research of Hwang and Chang (2011) and references the studies of Chu et al. (2010) and Cai et al. (2014). ...
Chemical cognitive ability is a fundamental aspect of effective chemistry education, facilitating students’ understanding of essential concepts such as substance structure, chemical transformations, and atomic bonding processes. Augmented reality (AR) technology has emerged as a promising tool in science education, offering immersive learning experiences that enhance students’ comprehension of chemical phenomena. This study explored the utilization of AR applications, specifically QuimiAR, in the designing of six simulation videos focusing on chemical bonding processes. These videos were integrated into a teaching method centered around the topic “Chemical Bonding” and implemented in a secondary school classroom in Hanoi, Vietnam, comprising 32 students. Following the AR-enhanced teaching session, students’ chemistry cognitive ability was evaluated using three methods: standardized tests assessing five criteria of chemistry cognitive ability according to the Vietnamese educational curriculum; surveys gauging students’ interest and knowledge acquisition using AR; and in?depth interviews. The results indicate that AR usage significantly increased students’ engagement in learning, enhanced their understanding of substance composition and chemical bonding processes, and improved their ability to apply knowledge to solve learning challenges. This research provides practical guidance for educators in leveraging the advantages of QuimiAR software to design simulations focusing on chemical bonding, thereby fostering students’ cognitive ability in chemistry. By expanding the use of AR technology to create various chemical simulations, teachers can cultivate students’ cognitive abilities in chemistry, promoting active learning and facilitating academic success.
... In two studies involving the subject of chemistry, the use of AR technology served to eliminate students' difficulties in spatial skills in the teaching of microstructures (Cai et al., 2014), as well as to enhance the attractiveness of the course content and students' observational skills (AlNajdi, 2022). Both studies showed the positive contribution of AR on students' learning in chemistry, but the stability of this conclusion needs to be confirmed by more relevant studies. ...
... In these sites, students' learning activities are mainly conducted with the help of mobile devices such as tablets and smartphones based on AR digital learning resources. Some researchers have indicated that the use of mobile learning incorporating AR into informal environments is more likely to be favored by learners than traditional stationary AR learning resources (Cai et al., 2014), which may be one of the reasons why informal learning environments are superior to formal environments in terms of contributing to the positive effects of AR on students' STEM achievement. ...
Augmented reality (AR) technology has potential advantages for application in STEM education. However, existing relevant studies lack a comprehensive quantitative analysis of the impact of AR on student achievement in STEM education. In this study, a meta-analysis of 33 studies published in eight SSCI journals of educational technology between 2010 and 2023 found that AR had a moderate impact (ES = 0.586) on student achievement in STEM fields, and the overall impact tended to increase gradually over time across years. Analysis of the six moderator variables revealed that AR had a more positive effect on student achievement in science and math, and that its intervention effects were better in primary and lower secondary education. The positive effects of AR were better with the integration of tablet and smartphone-like mobile devices. AR was predominantly multimedia-based in presenting STEM-related content, but integration of other pedagogical approaches had the potential to achieve better results. AR had the strongest contribution to student STEM achievement when the duration of the experiment was 1 week-1 month. In informal environments, AR was more effective in terms of intervening in student achievement in STEM education. Finally, this study offers some suggestions for future research and application of AR in STEM education.
... Students may perceive AR activities more positively if they have some experience with the content. Other studies have been designed in which the AR component was incorporated towards the end of the instructional unit (Behmke et al., 2018) or after foundational knowledge of the topic had been covered in the course (Cai et al., 2014;Sung et al., 2020). Educators could benefit from research that provides insight into how user prior knowledge, the amount of material, and task complexity impact chemistry learning with AR tools. ...
Immersive technologies such as augmented reality (AR) have the potential to enable students to remediate invalid assumptions about molecular structure through visualizing site-specific, non-observable chemical processes. In this study, we explore how this technology-embedded instruction impacted student perceptions and experiences in a collaborative face-to-face and independent remote organic chemistry laboratory, the latter of which occurred during the COVID-19 pandemic. While we acknowledge the emotional toll of the pandemic, it afforded a unique opportunity to compare the differences in implementation when covering the same material. We used a novel AR mobile application, H NMR MoleculAR, and a complementary worksheet to support students’ understanding of proton nuclear magnetic resonance (¹H NMR) spectroscopy. We gathered data using a mixed-methods pre-post survey about students’ perceptions and experiences in the remote and in-person environments. There were differences in student user experience and perceptions of NMR knowledge, with face-to-face students showing more positive rankings. Although lower than those in face-to-face environments, perceptions of the remote environment remained neutral or positive for all measures. There were no differences in the reported number of challenges faced, but there were unique challenges in the remote learning environment. Our findings illuminate the complexity of factors that must be considered when implementing novel technologies into instruction in face-to-face and remote environments. We conclude by describing concrete lessons learned and considerations for researchers and instructors leveraging augmented reality.
