eng Science and Education Publishing World Journal of Chemical Education 2375-1657 2018-10-17 6 5 212 217 10.12691/wjce-6-5-2 WJCE2018652 article Johannes Huwer j.huwer@mx.uni-saarland.de 1 2 Luisa Lauer 2 Johann Seibert 2 Christoph Thyssen 3 Laura Dörrenbächer-Ulrich 4 Franziska Perels 4 Didactics of Chemistry, University of Saarland, 66123 Saarbrücken, Germany Department of Biology Didactics, TU Kaiserslautern, 67663 Kaiserslautern, Germany Country Department of Educational Sciences, Saarland University, 66123 Saarbrücken, Germany Based on the example of Augmented Reality (AR) this article examines the use of digital media over tablets in chemistry lessons. The structure of an AR-centered learning environment for chemical experiments is explained against the background of learning success, motivation and self-determination. The results of an empirical case study for comparison with analog media are presented, according to which AR can be regarded as a promising tool for visualization in chemistry lessons. http://pubs.sciepub.com/wjce/6/5/2/wjce-6-5-2.pdf augmented reality general public middle school science high-school graduate education research collaborative/cooperative learning computer-based learning self-instruction inquiry-based/discovery learning multimedia-based learning misconceptions/discrepant events informative and cooperative technology ICT