Abstract:

The corona pandemic forced teachers around the world to go to new ways of teaching. This is particularly important in science education, which focuses on many practical experiments and mental models. To understand mental models and to be able to carry out experiments independently, it is essential that students also receive appropriate support at home. In this context, self-regulated (non-)formal teaching-learning scenarios in homeschooling are the focus of this contribution.

A concept of how Augmented Reality (AR) as a digital learning companion can support and promote this self-regulated scientific learning [1] is presented here. The implementation of the AR learning environment took place in introductory chemistry-classes at a secondary school and was accompanied by an empirical study on the effects of motivation, self-efficacy, and learning achievements.

The students conducted an experiment on Redox-reactions independently at home and recorded the results on a worksheet. To support this experimental - and learning process, a sheet with tasks was available to the students. For each of these tasks, we developed specific graded learning aids [2] (e.g., explanatory videos, virtual models, ..), which were displayed using augmented reality exactly where the pupils need individual support [3]. We argue that the positioning of the AR information is one of the advantages of this learning environment. The AR support material does not have to be consumed separately via YouTube or MOOCs, but are directly and immediately available to the students "on-demand." This made it possible to work on the experimental tasks safely and independently, even without the physical presence of the teacher in the same room.

The effectiveness of this intervention was examined in a between-subject pre-post design with respect to the dependent variables self-efficacy, motivation, and learning achievement. The experimental group received support material "on-demand" via AR, while the control group received it through a separate worksheet (on paper). Initial results indicate that the AR learning environment had positive effects on all three variables examined.

In this participatory action research approach, qualitative experience reports from the teaching staff are included and presented. We found that teachers generally had difficulties reaching their students and also that the technical equipment was often not available for the students to communicate adequately. Many schools were unprepared for a sudden change and did not have MOOCs allowing accessible communication.

References:
[1] J. Seibert, C. Kay & J. Huwer, "EXPlainistry: Creating Documentation, Explanations, and Animated Visualizations of Chemistry Experiments Supported by Information and Communication Technology To Help School Students Understand Molecular-Level Interactions," Journal of Chemical Education, vol. 96, no. 6, pp. 2503–2509, 2019.
[2] F. Affeldt, S. Markic, and I. Eilks. "Students use of graded learning aids for inquiry learning," Chemistry in Action, vol. 114, pp. 28-33, 2019.
[3] J. Huwer, L. Lauer, J. Seibert, C. Thyssen, L. Dörrenbächer-Ulrich & F. Perels, "Re-Experiencing chemistry with Augmented Reality: New possibilities for individual support," World Journal of Chemical Education, Vol. 6, no. 5, pp. 212-217, 2018.

Keywords:

Augmented Reality, Homeschooling, learning companion.