Distance Tutoring in Chemistry Education : A Qualitative Study of the Usability of Head-Mounted-Displays

Abstract

This qualitative study examines the potential of head-mounted displays (HMDs) for providing remote support in a university setting. It focuses on whether immersive technologies, such as HMDs with augmented reality (AR), could be a useful addition to or alternative to traditional remote support formats, particularly for practical, action-oriented activities, such as laboratory work. Three case studies in which students were supervised as part of their final theses or examinations were conducted to document and evaluate user experiences, challenges, and potential. Following initial skepticism regarding the technology, particularly regarding technical aspects, the participants’ attitude turned largely positive with increased use. HMDs proved particularly helpful in laboratory environments, enabling intuitive, present, and context-sensitive support. Key advantages included real-time communication, visual participation from a first-person perspective, support through digital additions to the field of view using AR, and hands-free operation. At the same time, it was demonstrated that the technology is particularly effective in small settings. These results suggest new perspectives for the use of immersive technologies in digital university teaching, particularly for remote supervision of practical activities.