Augmented Reality in Chemistry Higher Education

Elford, Daniel (2022) Augmented Reality in Chemistry Higher Education. Doctoral thesis, University of East Anglia.

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Abstract

Augmented reality (AR) has the capacity to afford virtual experiences that obviate the reliance on using two-dimensional representations of three-dimensional phenomena for teaching chemistry higher education, in addition to positioning students as the protagonists of the learning experience. Thus, the subsequent blending of constructivist pedagogical approaches and AR technology is logical, with this paradigm having enormous methodological potential. Using a combination of quantitative and qualitative instruments, this research project explored the cognitive and affective impacts of engagement with four developed educational interventions, supported using ChemFord, a developed AR application. Firstly, an AR-supported educational escape activity, based on topics of inorganic stereochemistry was constructed. Reported measures of competency were seen as a positive predictor of intrinsic motivation. However, this was not observed to be a positive predictor of academic performance. Next, a Game-Based Learning activity was developed, based on topics of the Valence Shell Electron Pair Repulsion theory. This activity was facilitated both synchronously and asynchronously, exploring the relationships between students’ attitudes, perceived cognitive load, spatial ability, and academic performance. Participants demonstrated significant improvements in spatial ability over the study period. In addition, a moderate correlation was found between spatial ability and VSEPR conceptual understanding. The third educational intervention, constructed within a framework of Cognitive Load Theory, illustrates how AR-supported worked examples may enhance learning of electrophilic aromatic substitution. The achievement motivation of learners was also explored, and how this may be impacted by the provision of AR technology and worked examples. Measures of challenge and interest were found to correlate positively with reported germane load, whereas reported extraneous load negatively correlated with measures of challenge and interest for students displaying higher prior relevant chemistry experience. Lastly, a peer instruction session, focusing on topics of coordination chemistry was facilitated. Students’ self-efficacy, response switching, and discussions were analysed, in addition to their interactions with the ChemFord application. Students with a lower assessment of their problem solving and science communication abilities were significantly more likely to switch their responses from right-to-wrong than students with a high assessment of those abilities.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Science > School of Chemistry
Depositing User:	Chris White
Date Deposited:	18 Jan 2023 12:05
Last Modified:	18 Jan 2023 12:05
URI:	https://ueaeprints.uea.ac.uk/id/eprint/90630
DOI:

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