Rholeo O. Virata
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.
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Index Terms
- Augmented reality in science classroom: perceived effects in education, visualization and information processing
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