research-article

Augmented reality in science classroom: perceived effects in education, visualization and information processing

Authors:

Rholeo O. Virata,

Johan Daryll L. CastroAuthors Info & Claims

IC4E '19: Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning

Pages 85 - 92

https://doi.org/10.1145/3306500.3306556

Published: 10 January 2019 Publication History

Abstract

Technology in education has evolved over the decades and has provided more opportunities for technologies such as Augmented Reality to find its way into the pedagogy of teachers in science. In this paper, an AR app was used in facilitating a lesson on chemical bonding and simple compounds. The effects of such innovation were studied using observation and various data gathering methods in an action research design. Results show that AR is a tool that enhances visualization of concepts through elements of virtual and real images, allows students to map physical characteristics easily and aids them in developing mental images for further discourse. Results also show that AR does not only improve motivation but triggers more student-student interaction and teacher-student interaction as well. Students learning attitudes towards chemistry improved in terms of their appreciation of the subject, their perception of its relation to real life and of their meaning-making processes. The teacher indicated that AR apps can innovate the classroom and can provide opportunities for implementation as they are easy to use. However, findings also show that teachers may have a hard time looking for free resources of apps that will meet their needs, and that there is challenge in ensuring that misconceptions are avoided from AR apps' oversimplification of visualization. This study also presents some action plans for further use of AR apps in teaching science.

References

[1]

N. D. Finkelstein, W. K. Adams, C. J. Keller, P. B. Kohl, K. K. Perkins, N. S. Podolefsky and S. Reid, "When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment," Physical Review Special Topics - Physics Education Research, 2005.

[2]

P. Schueffel, "The Concise Fintech Compendium," Fribourg: School of Management, Fribourg/Switzerland, 2017.

[3]

J. Jensen, T. Kummer and P. Dodoy, "Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning.," CBE- Life Sciences Education, pp. 14, 1, 2015.

[4]

D. o. Education, Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (Bec) Effective School Year 2012--2013, Pasig: DepEd Ph, 2012.

[5]

L. Cuban, Teachers and Machines, New York: Teachers College Press, 1986.

[6]

K. Lee, "Augmented Reality in Education Training," TechTrends, pp. 13--14, March/April 2012.

[7]

A. Nacharit and N. Srisawasdi, "Using Mobile Augmented Reality for Chemistry Learning Acid-base Titration: Correlation between Motivation and Perception," in 23rd International Conference on Computers in Education, Khon Kaen, Thailand, 2015.

[8]

S. Butt, E. Clery, V. Abeywardana and M. Phillips, "Tracking public views on medical research," Wellcome Trust Monitor, 2012.

[9]

D. William, "Ahead of the curve: The power of assessment to transform teaching and learning," in Content Then Process: Teacher Learning Communities in the Service of Formative Assessment, Bloomington, IN, Solution Tree, 2007, pp. 183--204.

[10]

A. Bernardo, L. A., M. Prudente and L. Roleda, "Students' perceptions of science classes in the Philippines," Asia Pacific Education Review, pp. 285--295, 2008.

[11]

V. M. Talisayon and C. R. Balbin, "Science-Related Attitudes and Interests of Students," in The Relevance of Science Education, Penang, Malaysia, 2006.

[12]

S. Chen, H.-C. Lo, J.-W. Lin, J.-C. Liang, H.-Y. Chang, F.-K. Hwang, G.-L. Chiou, Y.-T. Wu, S. W.-Y. Lee, H.-K. Wu, C.Y. Wang and C.-C. Tsai, "Development and implications of technology in reform-based physics laboratories," Physical Review Special Topics - Physics Education Research, vol. 8, no. 2, 2012.

[13]

K.-E. Chang, Y.-L. Chen, H.-Y. Lin and Y.-T. Sung, "Effects of learning support in simulation-based physics learning," Computers & Education, vol. 51, no. 4, pp. 1486--1498, 2008.

Digital Library

[14]

Z. Zacharia and O. R. Anderson, "The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students' conceptual understanding of physics," American Journal of Physics, vol. 71, no. 6, p. 18, 2003.

[15]

D. R. Joan, "Enhancing Education Through Mobile Augmented Reality," Journal of Educational Technology, vol. 11, no. 4, pp. 8--14, 2015.

[16]

J. M. Gutiérrez and M. D. M. Fernández, "Augmented Reality Environments in Learning, Communicational and Professional Contexts in Higher Education," Digital Education Review, no. 26, pp. 22--35, 2014.

[17]

T. Chandrasekera and S.-Y. Yoon, "Augmented Reality, Virtual Reality and their effect on learning style in the creative design process," Design and Technology Education, vol. 23, no. 1, pp. 55--75, 2018.

[18]

R. Duit and D. F. Treagust, "Conceptual change-A powerful framework for improving science teaching and learning," International Journal of Science Education, 2003.

Cited By

Bouquet EVon Der Au SSchneegass CAlt F(2024)CoAR-TV: Design and Evaluation of Asynchronous Collaboration in AR-Supported TV ExperiencesProceedings of the 2024 ACM International Conference on Interactive Media Experiences10.1145/3639701.3656320(231-245)Online publication date: 7-Jun-2024
https://dl.acm.org/doi/10.1145/3639701.3656320
Câmara Olim SNisi VRomão T(2024)Augmented reality interactive experiences for multi-level chemistry understandingInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2024.10068142:COnline publication date: 1-Dec-2024
https://dl.acm.org/doi/10.1016/j.ijcci.2024.100681
Othman MChing S(2024)Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learningEducation and Information Technologies10.1007/s10639-024-12818-529:18(24525-24561)Online publication date: 1-Dec-2024
https://dl.acm.org/doi/10.1007/s10639-024-12818-5
Show More Cited By

Index Terms

Augmented reality in science classroom: perceived effects in education, visualization and information processing
1. Applied computing
  1. Education
    1. Interactive learning environments

Recommendations

Experiential learning through Virtual and Augmented Reality in Higher Education
ICETM '18: Proceedings of the 2018 International Conference on Education Technology Management

Educational technology can enhance learning by supporting the learning environment through various digital resources. There have been numerous emerging technologies which are able to bridge the resource gap in learning environments enabling students to ...
Designing augmented reality for the classroom

Augmented reality (AR) has recently received a lot of attention in education. Multiple AR systems for learning have been developed and tested through empirical studies often conducted in lab settings. While lab studies can be insightful, they leave out ...
Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities

Technology-enhanced learning, employing novel forms of content representation and education service delivery by enhancing the visual perception of the real environment of the user, is favoured by proponents of educational inclusion for learners with ...

Comments

Information & Contributors

Information

Published In

cover image ACM Other conferences

IC4E '19: Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning

January 2019

469 pages

ISBN:9781450366021

DOI:10.1145/3306500

Conference Chairs:
Kuan-Chou Chen
Purdue University Northwest
,
Yongsheng Ma
University of Alberta, Canada

Copyright © 2019 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 10 January 2019

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article

Conference

IC4E 2019

IC4E 2019: 2019 10th International Conference on E-Education, E-Business, E-Management and E-Learning

January 10 - 13, 2019

Tokyo, Japan

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

16
Total Citations
View Citations
602
Total Downloads

Downloads (Last 12 months)51
Downloads (Last 6 weeks)1

Reflects downloads up to 03 Mar 2025

Other Metrics

View Author Metrics

Citations

Cited By

Bouquet EVon Der Au SSchneegass CAlt F(2024)CoAR-TV: Design and Evaluation of Asynchronous Collaboration in AR-Supported TV ExperiencesProceedings of the 2024 ACM International Conference on Interactive Media Experiences10.1145/3639701.3656320(231-245)Online publication date: 7-Jun-2024
https://dl.acm.org/doi/10.1145/3639701.3656320
Câmara Olim SNisi VRomão T(2024)Augmented reality interactive experiences for multi-level chemistry understandingInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2024.10068142:COnline publication date: 1-Dec-2024
https://dl.acm.org/doi/10.1016/j.ijcci.2024.100681
Othman MChing S(2024)Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learningEducation and Information Technologies10.1007/s10639-024-12818-529:18(24525-24561)Online publication date: 1-Dec-2024
https://dl.acm.org/doi/10.1007/s10639-024-12818-5
姚铖(2023)Strategies for Constructing Career Initiation Education for Primary and Secondary School Students in the MetaverseVocational Education10.12677/VE.2023.12512312:05(796-807)Online publication date: 2023
https://doi.org/10.12677/VE.2023.125123
Choudhury SChechi VGorai J(2023)Augmented Reality Applications Attitude Scale Among Engineering Students: Validation in Indian Context and Analyzing Determining Factor2023 IEEE 11th Region 10 Humanitarian Technology Conference (R10-HTC)10.1109/R10-HTC57504.2023.10461790(260-266)Online publication date: 16-Oct-2023
https://doi.org/10.1109/R10-HTC57504.2023.10461790
Zulfiqar FRaza RKhan MArif MAlvi AAlam T(2023)Augmented Reality and its Applications in Education: A Systematic SurveyIEEE Access10.1109/ACCESS.2023.333121811(143250-143271)Online publication date: 2023
https://doi.org/10.1109/ACCESS.2023.3331218
Yadav SChakraborty P(2023)Reinforcing biology education in schools using smartphones: a post-COVID pandemic studyEducation and Information Technologies10.1007/s10639-023-11987-z29:3(3615-3635)Online publication date: 24-Jun-2023
https://doi.org/10.1007/s10639-023-11987-z
Demircioglu TKarakus MUcar S(2022)Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science ClassesScience & Education10.1007/s11191-022-00369-532:4(1165-1195)Online publication date: 22-Aug-2022
https://doi.org/10.1007/s11191-022-00369-5
Chen JKonomi S(2022)Utilization of XR Technology in Distance Collaborative Learning: A Systematic ReviewCross-Cultural Design. Applications in Learning, Arts, Cultural Heritage, Creative Industries, and Virtual Reality10.1007/978-3-031-06047-2_2(14-29)Online publication date: 26-Jun-2022
https://dl.acm.org/doi/10.1007/978-3-031-06047-2_2
Mazzuco AKrassmann AReategui EGomes R(2022)A systematic review of augmented reality in chemistry educationReview of Education10.1002/rev3.332510:1Online publication date: 13-Jan-2022
https://doi.org/10.1002/rev3.3325
Show More Cited By

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Figures

Tables

Media

View Table of Conten