1Didactics of Chemistry, University of Saarland, 66123 Saarbrücken, Germany
2Chemistry and its Didactics, School of Education Weingarten, 88250 Weingarten, Germany
3Department of Biology Didactics, TU Kaiserslautern, 67663 Kaiserslautern, Germany Country
4Department of Educational Sciences, Saarland University, 66123 Saarbrücken, Germany
World Journal of Chemical Education.
2018,
Vol. 6 No. 5, 212-217
DOI: 10.12691/wjce-6-5-2
Copyright © 2018 Science and Education PublishingCite this paper: Johannes Huwer, Luisa Lauer, Johann Seibert, Christoph Thyssen, Laura Dörrenbächer-Ulrich, Franziska Perels. Re-Experiencing Chemistry with Augmented Reality: New Possibilities for Individual Support.
World Journal of Chemical Education. 2018; 6(5):212-217. doi: 10.12691/wjce-6-5-2.
Correspondence to: Johannes Huwer, Didactics of Chemistry, University of Saarland, 66123 Saarbrücken, Germany. Email:
j.huwer@mx.uni-saarland.deAbstract
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.
Keywords
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