A case study of Augmented Reality simulation system application in a chemistry course
By Su Cai, Xu Wang, Feng-Kuang Chiang. Computers in Human Behavior, 2014
483 citations recorded by the source corpus.
Development of inquiry-based Augmented Reality learning tools.Students interacting with a 3D model of micro-particles.AR tool with significant supplemental learning effect. 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.
Subfields: Computer Vision and Pattern Recognition, Information Systems, Human-Computer Interaction
View Paper: https://www.semanticscholar.org/paper/7b43da6472bc05ede30917b5f11277e4a2f4842d
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In Computer Vision and Pattern Recognition
Citations in the corpus
- Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help? (2016, unknown): “…of technologies have been used for this purpose, ranging from simulations of scientific phenomena (e.g., microstructures of chemical particle; Cai, Wang, & Chiang, 2014), wikis (Pifarr (cid:1) e & Staarman, 2011), tabletop computers (Falc ~ ao & Price, 2011), to commercial software (Mercier…”
- Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, result): “Their satisfaction with the application positively affected their attitudes, which was also predicted by studies in the literature (Cai et al., 2014).”
- Augmented reality to promote collaborative and autonomous learning in higher education (2015, background): “In the context of collaborative AR learning is worth mentioning the experiences from the chemistry and molecular biology teaching field (Gillet, Sanner, Stoffler, Goodsell, & Olson, 2004; Cai, Wang, & Chiang, 2014).”