A case study of Augmented Reality simulation system application in a chemistry course

TLDR

Chemistry learning at the junior‑high level is challenged by students’ limited imaginative abilities, making it difficult to visualize micro‑worlds and micro‑structures. The study aimed to design and develop inquiry‑based augmented reality tools for the composition‑of‑substances unit in junior‑high chemistry. The AR system lets students manipulate 3D micro‑particle models with markers to conduct inquiry experiments, and was piloted in a Shenzhen junior‑high school. Data analysis shows the AR tool significantly enhances learning, especially for low‑achieving students, and students hold positive attitudes that correlate with their evaluation of the software.

Abstract

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" segment of junior high school chemistry classes and, furthermore, involved the design and development of a set of inquiry-based Augmented Reality learning tools. Students could control, combine and interact with a 3D model of micro-particles using markers and conduct a series of inquiry-based experiments. The AR tool was tested in practice at a junior high school in Shenzhen, China. Through data analysis and discussion, we conclude that (a) the AR tool has a significant supplemental learning effect as a computer-assisted learning tool; (b) the AR tool is more effective for low-achieving students than high-achieving ones; (c) students generally have positive attitudes toward this software; and (d) students' learning attitudes are positively correlated with their evaluation of the software.