Publikation: Using AR to Enhance the Learning of Chirality
Dateien
Datum
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
DOI (zitierfähiger Link)
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Sammlungen
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Publikationsstatus
Erschienen in
Zusammenfassung
This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11th-grade students revealed positive student attitudes towards AR, with participants reporting enhanced comprehension of chirality and a preference for AR-based learning over traditional methods. The follow-up study refined the AR lesson based on pilot feedback, extending its scope to introduce, rather than review, the concept of chirality. Results indicated significant learning gains, low extraneous cognitive load, and high acceptance of AR technology among students. These findings underscore the potential of AR to support complex spatial learning in chemistry, though further research, such as value-added studies, is recommended to explore the generalizability and long-term impacts of AR on different student populations.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
Schlagwörter
Konferenz
Rezension
Zitieren
ISO 690
BULLOCK, Martin, Johannes HUWER, 2024. Using AR to Enhance the Learning of Chirality. In: Education Sciences. MDPI. 2024, 14(11), 1214. eISSN 2227-7102. Verfügbar unter: doi: 10.3390/educsci14111214BibTex
@article{Bullock2024-11-04Using-71453, year={2024}, doi={10.3390/educsci14111214}, title={Using AR to Enhance the Learning of Chirality}, number={11}, volume={14}, journal={Education Sciences}, author={Bullock, Martin and Huwer, Johannes}, note={Article Number: 1214} }
RDF
<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/71453"> <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/71453/4/Bullock_2-1dfy5cvc4x3n16.pdf"/> <dc:creator>Bullock, Martin</dc:creator> <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dc:language>eng</dc:language> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2024-11-26T09:21:22Z</dcterms:available> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2024-11-26T09:21:22Z</dc:date> <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/71453/4/Bullock_2-1dfy5cvc4x3n16.pdf"/> <dcterms:title>Using AR to Enhance the Learning of Chirality</dcterms:title> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/29"/> <dc:rights>Attribution 4.0 International</dc:rights> <dcterms:issued>2024-11-04</dcterms:issued> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/29"/> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/71453"/> <dc:creator>Huwer, Johannes</dc:creator> <dc:contributor>Bullock, Martin</dc:contributor> <foaf:homepage rdf:resource="http://localhost:8080/"/> <dcterms:abstract>This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11th-grade students revealed positive student attitudes towards AR, with participants reporting enhanced comprehension of chirality and a preference for AR-based learning over traditional methods. The follow-up study refined the AR lesson based on pilot feedback, extending its scope to introduce, rather than review, the concept of chirality. Results indicated significant learning gains, low extraneous cognitive load, and high acceptance of AR technology among students. These findings underscore the potential of AR to support complex spatial learning in chemistry, though further research, such as value-added studies, is recommended to explore the generalizability and long-term impacts of AR on different student populations.</dcterms:abstract> <dc:contributor>Huwer, Johannes</dc:contributor> </rdf:Description> </rdf:RDF>