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Journal of Science Education and Technology

Erschienen in:

23.12.2022

Effects of an Augmented Reality-Based Chemistry Experiential Application on Student Knowledge Gains, Learning Motivation, and Technology Perception

verfasst von: Qingtang Liu, Jingjing Ma, Shufan Yu, Qiyun Wang, Suxiao Xu

Erschienen in: Journal of Science Education and Technology | Ausgabe 2/2023

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Abstract

The microscopic composition of substances is a piece of essential but abstract knowledge in chemistry. Junior high school students may experience difficulty in mental representation when learning micro concepts, which leads to problems such as unsatisfactory academic performance and low learning motivation. Augmented reality (AR) is an optimal choice for presenting abstract concepts and invisible phenomena. Consequently, this study developed an AR application including three-layer experiential learning activities and integrating multiple external representations (text, pictures, 3D models, operations, etc.). To assess the effect of the AR application on students’ knowledge gains, learning motivation, and technology perception, an experiment was conducted with 95 ninth-grade students aged 13–15 years who were randomly assigned to two groups (AR and non-AR). The results show that the AR application helped increase students’ knowledge gains. Although there was no significant difference in the retention test between the two groups, scores on the transfer test were significantly higher for the AR group than for the non-AR group. Moreover, the AR application significantly improved students’ motivation to learn. Finally, students had a positive perception of AR technology.

Vorheriger Artikel Characteristics and Recommendations for the Virtual Role Model Visit — Based on a Literature Review

Nächster Artikel Engagement and Science Achievement in the Context of Integrated STEM Education: A Longitudinal Study

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Titel: Effects of an Augmented Reality-Based Chemistry Experiential Application on Student Knowledge Gains, Learning Motivation, and Technology Perception
verfasst von: Qingtang Liu
Jingjing Ma
Shufan Yu
Qiyun Wang
Suxiao Xu
Publikationsdatum: 23.12.2022
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 2/2023
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-022-10014-z

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