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ToolsElford, Daniel, Lancaster, Simon J. and Jones, Garth A. (2023) Augmented reality and worked examples: Targeting organic chemistry competence. Computers & Education: X Reality, 2. ISSN 2949-6780
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Abstract
Instructional guidance, provided using worked examples, helps the inexperienced learner cope with complex information, that may be difficult to process in limited capacity working memory. For students of chemistry, such complex information can pertain to the visualisation of structural changes in molecules throughout chemical reactions. This can be alleviated through the affordances of augmented reality (AR) technology. 3D structures are important as they have a crucial impact on the chemical and physical properties of molecules. Within a framework of Cognitive Load Theory, this study illustrates how AR-supported worked examples may enhance learning of electrophilic aromatic substitution. The participant cohort were FHEQ level 5 undergraduate students studying a module of organic chemistry. In addition, the achievement motivation of learner's was also explored, and how this may be impacted by the provision of AR technology and worked examples. The control group was provided with a copy of our worked examples that contained 2D reaction mechanism drawings. Data was collected using a combination of quantitative instruments and qualitative surveys/interviews. For this cohort of students, significant intragroup improvements, and greater normalised change values, in conceptual understanding were observed in the AR group. This was not observed in the control group. No significant intergroup differences in reported cognitive load or achievement motivation of students were found. This was unaffected when introducing prior relevant chemistry experience as a covariate. Student feedback and subsequent thematic analysis show not only the positive impacts on student engagement, but also how students convey their understanding of electrophilic aromatic substitution principles.
| Item Type: | Article |
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| Additional Information: | Data availability statement: The datasets generated and analysed that support the findings of this study are available from the corresponding author upon request. Statements on open data and ethics: Students must have provided explicit informed consent to participate, and were informed that their involvement within any aspect of this research was completely voluntary. In addition, participants were made aware of their right to withdraw from the study, at any part of the research phase, without declaring a reason. Identifying information was irrevocably stripped from data documentation, and study codes utilized in their place. Funding information: This research did not receive any financial assistance from funding agencies in the public, commercial, or not-for-profit sectors. |
| Uncontrolled Keywords: | augmented reality,electrophilic aromatic substitution,interactive visualisation,problem solving,undergraduate,worked examples,human-computer interaction,social sciences (miscellaneous) ,/dk/atira/pure/subjectarea/asjc/1700/1709 |
| Faculty \ School: | Faculty of Science > School of Chemistry (former - to 2024) |
| UEA Research Groups: | Faculty of Science > Research Groups > Centre for Photonics and Quantum Science Faculty of Science > Research Groups > Chemistry of Light and Energy |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 02 May 2023 09:30 |
| Last Modified: | 23 Oct 2024 09:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/91919 |
| DOI: | 10.1016/j.cexr.2023.100021 |
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