Abstract:

Augmented Reality (AR) refers to the possibility of projecting elements such as images, texts, animations, or 3D models into real environments using technical aids such as a smartphone or tablet [1]. Especially when learning abstract learning content, AR seems to be suitable to support the learners [2]. With a created learning environment, which allows us to visualize atoms in three dimensions according to the atomic model of Bohr, learners of the ninth grade should be supported to understand the atomic concept and especially the movement of electrons. The aim is to counteract misconceptions that are often created by the two-dimensional representation on the blackboard or in the textbook. Here we show that teaching supported by AR leads to better results in the areas of motivation, school self-efficacy expectations, and cognitive performance of the students. We pay special attention to cognition, which was re-examined after eight weeks to show long-term effects. Learning performance, especially in connection with models in chemistry classes, is of special importance. For this reason, we want to show that teaching with AR is better able to achieve sustainable results in the field of cognition using the Bohr atomic model.

References:
[1] Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4):355 – 385.
[2] Salmi, H., Thuneberg, H., & Vainikainen, M.‑P. (2017). Making the invisible observable by Augmented Reality in informal science education context. International Journal of Science Education, Part B, 7(3), 253–268. https://doi.org/10.1080/21548455.2016.1254358

Keywords:

Augmented Reality, Science Education, 3D Animations, Immersive Learning.