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Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study

Yufang Cheng (Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan)
Meng-Han Lee (Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan)
Chung-Sung Yang (Department of Applied Chemistry, National Chiayi University, Chiayi, Taiwan)
Pei-Yu Wu (Department of Psychology, College of Medical and Health Science, Asia University, Taichung, Taiwan)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 13 September 2022

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Abstract

Purpose

The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject.

Design/methodology/approach

The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system.

Findings

These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects.

Originality/value

The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.

Keywords

Acknowledgements

The authors acknowledge the Ministry of science and technology, Republic of China, Taiwan for the financial support under the Contract: MOST 104-2511-S-018-007-MY2. We are especially grateful to the students and teachers who participated in this study for generously volunteering their time and enthusiasm to it.

Citation

Cheng, Y., Lee, M.-H., Yang, C.-S. and Wu, P.-Y. (2022), "Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study", Interactive Technology and Smart Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ITSE-04-2022-0045

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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