The Development of Augmented Reality Applications for Chemistry Learning

2020 ◽  
pp. 159-183
Author(s):  
Ferli Septi Irwansyah ◽  
Efa Nur Asyiah ◽  
Dian Sa’adillah Maylawati ◽  
Ida Farida ◽  
Muhammad Ali Ramdhani
Keyword(s):  
Augmented Reality ◽  
Chemistry Learning

scholarly journals Augmented Reality Chemical Reaction with User-Centered Design

2018 ◽  
Vol 218 ◽  
pp. 04012
Author(s):  
Finsa Nurpandi ◽  
Agung Gumelar
Keyword(s):  
Augmented Reality ◽  
Chemical Reactions ◽  
Periodic Table ◽  
Three Dimensional ◽  
User Centered Design ◽  
Structure Of Molecules ◽  
Level Of Activity ◽  
Chemistry Learning ◽  
Chemical Concepts ◽  
User Centered

One of chemistry is the chemical element that is represented by the symbol on the periodic table. The low level of activity, interest, and the result of chemistry learning in school is caused by the students generally having difficulty in solving problems related to chemical reactions. In addition, most of the chemical concepts are abstract so it is difficult to imagine the structure of molecules clearly. Augmented Reality can integrate digital elements with the real world in real time and follow the circumstances surrounding environment. Augmented Reality can provide a new more interactive concept in the learning process because users can directly interact naturally. By using Augmented Reality, the atoms in the periodic table will be scanned using a camera from an Android-based smartphone that has installed this app. The scan results are then compared with existing data and will show the molecular structure in three-dimensional form. Users can also observe reactions between atoms by combining multiple markers simultaneously. Augmented Reality application is built using the concept of user-centered design and Unity with personal license as development tools. By using this app, studying chemical reactions no longer requires a variety of chemicals that could be harmful to users.

scholarly journals QuiRA: An Augmented Reality Application to Support Chemistry Learning

2018 ◽  
Author(s):  
Letícia Porto Soares ◽  
Camilo Alves Carvalho ◽  
Luis Paulo da Silva Carvalho ◽  
Manuela Amaral De Araújo ◽  
Paulo Henrique Teixeira Silva ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mobile Technology ◽  
Computer Animation ◽  
Teaching And Learning ◽  
Daily Life ◽  
Two Dimensions ◽  
Abstract Concepts ◽  
Virtual Objects ◽  
Chemistry Learning ◽  
Augmented Reality Application

The volume of information which contemporary student has access is huge, and they are surrounded by smartphones, tablets, internet and computers in an almost inseparable way from their daily life. Therefore, we think that it is important that schools should consider the insertion of technological instruments in the classroom to attend the students’ interest in these devices. One of the alternatives is combining Augmented Reality and mobile technology to enable the interaction with virtual objects by overlapping them with real environment. These technologies may become allied in the process of teaching and learning abstract concepts of various subjects. In this context, QuiRA is proposed to help the teaching of Chemistry, an ideal field to explore questions about the use of computer animation due to the difficulty of visualizing its concepts in two dimensions. This article discusses the details about the QuiRA application and the demonstration of its use for visualizing chemical molecules.

scholarly journals Validitas & Praktikalitas: Modul Kibas Asah (Kimia Berbasis Lahan Basah) Terintegrasi AR-Sparkol Pada Materi Larutan Penyangga sebagai Media Pembelajaran Inovatif

2021 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Almubarak Almubarak ◽  
Muhammad Fakhri Nawidi ◽  
Nurrusshobah Nurrusshobah ◽  
Santi Dwi Sadiah
Keyword(s):  
Augmented Reality ◽  
Descriptive Statistics ◽  
Development Research ◽  
Questionnaire Response ◽  
Analysis Technique ◽  
Chemistry Learning ◽  
Student Questionnaire ◽  
Data Collection Technique ◽  
Module Development ◽  
Very High

Validitas dan kepraktisan suatu produk merupakan bagian terpenting dari penelitian pengembangan, terlebih karena kajian yang dibawa bersentuhan dengan kearifan lokal sehingga penting untuk dilakukan. Penelitian ini merupakan R&D (Research & Development). Tujuan penelitian yakni untuk mengetahui validitas dan kepraktisan modul pembelajaran kimia yang dikembangkan. Metode penelitian yang digunakan yakni penelitian pengembangan dengan model Plomp. Teknik pengumpulan data yang dilakukan yakni angket (lembar validasi dan kepraktisan produk). Teknik analisis data yang digunakan yakni Descriptive Statistics Approach. Hasil penelitian menunjukkan bahwa pengembangan modul dinyatakan valid (3,45) dan kepraktisan ditunjukkan dari kemampuan guru mengelola pembelajaran dengan rata-rata 92,89 pada kriteria “sangat tinggi”, serta rata-rata angket respon siswa sebesar 39,90 pada kategori “baik”. Hasil tersebut menunjukkan bahwa modul ajar yang dikembangkan telah memenuhi kriteri sehingga produk ini dinyatakan layak untuk diimplementasi pada pembelajaran kimia. Kesimpulannya bahwa, modul kimia berbasis lahan basah dengan teknologi Augmented Reality (AR)-Sparkol bisa menjadi media pembelajaran kimia yang inovatif agar siswa memahami materi kimia secara nyata, efektif, dan ilmiah. The validity and practicality are the most important part of development research, mainly because the studies carried out are in contact with local wisdom, so it is essential to do this. This research is R&D (Research & Development). The purpose of the study was to determine the validity and practicality of the chemistry learning module developed. The research method used is development research with the Plomp model. The data collection technique used is a questionnaire (validation sheet and product practicality). The data analysis technique used is the Descriptive Statistics Approach. The results showed that the module development was declared valid (3.45), and practicality was shown from the teacher's ability to manage learning with an average of 92.89 on the "very high" criteria and the average student questionnaire response was 39.90 in the "good" category. " These results indicate that the developed teaching module has met the criteria so that this product is declared feasible to be implemented in chemistry learning. The conclusion is that the wetland-based chemistry module with Augmented Reality (AR)-Sparkol technology can be innovative chemistry learning media to understand chemistry in a real, effective, and scientific way. 

scholarly journals Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

Information ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 96
Author(s):  
Sebastian Keller ◽  
Stefan Rumann ◽  
Sebastian Habig
Keyword(s):  
Organic Chemistry ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Mental Rotation ◽  
Spatial Information ◽  
Learning Support ◽  
External Representations ◽  
Multiple External Representations ◽  
Learning Success ◽  
Chemistry Learning

This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.

scholarly journals Examining the Content Validity of Android-Based Augmented Reality Media for Chemical Bonding using Rasch Model

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 320-325
Author(s):  
Sri Yamtinah ◽  
Sri Retno Dwi Ariani ◽  
Martha Andriyanti ◽  
Sulistyo Saputro ◽  
Endang Susilowati ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Rasch Model ◽  
Learning Needs ◽  
Chemistry Teachers ◽  
Media Design ◽  
3D Objects ◽  
Chemistry Learning ◽  
Chemical Concepts ◽  
The Media ◽  
The Rasch Model

21st-century learning presents chemistry teachers with new challenges in teaching abstract chemistry concepts with various technologies that continue to develop. One of the media that can visualize abstract chemical concepts is Augmented Reality (AR). AR media developed in chemistry learning needs to be valid so that it can be used properly. Therefore, this study aims to examine the validity of the Android-based AR media developed. Four education practitioners carried out the validation as experts, and 13 students participated as respondents. The instrument used is a questionnaire with a Likert scale. The data obtained were analyzed quantitatively with the Rasch model using the facet software. The results of the analysis show that the Exact Agreements are 41.10%, and the Expected Agreements are 42.20%. The most challenging aspect to achieve is media design, while profit is the most easily agreed-upon aspect. Based on this assessment, in the development of augmented reality media, it is necessary to pay attention to display aspects and 3D objects suitable for viewing a material so that it is easier for users to understand the material.

scholarly journals Use of Augmented Reality in Chemistry Education

2018 ◽  
Vol 51 ◽  
pp. 25-36
Author(s):  
Павло Нечипуренко ◽  
Тетяна Старова ◽  
Тетяна Селіванова ◽  
Анна Томіліна ◽  
Олександр Учитель
Keyword(s):  
Augmented Reality ◽  
Chemistry Education ◽  
Scientific Literature ◽  
3D Visualization ◽  
Chemical Equipment ◽  
Educational Institutions ◽  
Software Products ◽  
Current Trends ◽  
Chemistry Learning ◽  
The Subject

Nechypurenko P.P., Starova T.V., Selivanova T.V. and Tomilina A.O. Use of Augmented Reality in Chemistry Education. The purpose of this article is to analyze the current trends in the use of the augmented reality in the chemistry education and to identify the promising areas for the introduction of AR–technologies to support thechemistry education in Ukrainian educational institutions. The article is aimed at solving such problems as: the generalization and analysis of the scientific researches results on the use of the augmented reality in the chemistry education, the characteristics of the modern AR–tools in the chemistry education and the forecasting of some possible areas of the development and improvement of the Ukrainian tools of the augmented reality in the chemistry education. The object of research is the augmented reality, and the subject is the use of the augmented reality in the chemistry learning. As a result of the study, it has been found that AR–technologies are actively used in the chemistry education and their effectiveness has been proven, but there are still no Ukrainian software products in this field. Frequently AR–technologiesof the chemistry education are used for 3D visualization of the structure of atoms, molecules, crystalline lattices. The study has made it possible to conclude that there is a significant demand for the chemistry education with the augmented reality that is available via the mobile devices, and accordingly the need to develop the appropriate tools to support the chemistry education at schools and universities. The most promising thing is the development of methodological recommendations for the implementation of laboratory works, textbooks, popular scientific literature on chemistry with the use of the augmented reality technologies and the creation of the simulators for workingwith the chemical equipment and utensils using the augmented reality.

scholarly journals Pengembangan Modul Pembelajaran Kimia Berbasis Augmented Reality

2020 ◽  
Vol 3 (2) ◽  
pp. 152
Author(s):  
Reski Ramadani ◽  
Ramlawati Ramlawati ◽  
Muhammad Arsyad
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Field Trial ◽  
Learning Modules ◽  
Is Research ◽  
Learning Module ◽  
Chemistry Learning ◽  
The Media ◽  
The Mean ◽  
Validation Stage

The study is research and development that aims to develop augmented reality-based chemistry learning module which is valid, practical, and effective. Augmented reality-based chemistry learning module refers to the 4-D development model by Thiagarajan et. al., which includes the stages of defining, designing, developing and disseminating. This learning modules had been conducted the validation stage by the assessors or experts and gone through field trial, revised by the developer to produce learning module which is valid, effective, and practical. The results of the study reveal that: (1) the assessments of feasibility or validity of the media expert and a material expert are in the very valid category; (2) in the field trial stage to 33 students of grade XI MIA 1 at SMAN 10 Makassar obtained the mean score of  80.00 learning outcomes from an ideal score of 100 with a grade completeness of 82%; (3) the responses of students and teachers respectively with a percentage of  80.38% and 100%, so the module is stated as practical. Therefore, the conclusion of the study is the augmented reality-based chemistry learning module which had been developed using 4D model is valid, practical, and effective to be applied in learning.

scholarly journals Development of Augmented Reality-Based Learning Media on Concept of Hydrocarbon to Improve Multi-representation Ability

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 256-265
Author(s):  
Vita Fitria Ningrum ◽  
Woro Sumarni ◽  
Edy Cahyono
Keyword(s):  
Augmented Reality ◽  
Design Research ◽  
Student Response ◽  
Average Score ◽  
Validity Assessment ◽  
Analysis Technique ◽  
Chemistry Learning ◽  
Basic Competencies ◽  
Feasibility Test ◽  
Practice Questions

This study aims to design and develop learning media based on augmented reality on hydrocarbon material and its validity to determine the media's feasibility and increase students' multi-representation ability. This research is a type of development research using Design Research and Development (R&D). The product validity test phase was carried out by two material experts and three media experts. In addition, testing was carried out on the responses of the participating students. The implementation stage of learning was carried out by class X TKJ 2 SMK Gondang Pekalongan with a total of 32 students. The data analysis technique used a questionnaire instrument and the technical descriptive statistical analysis. The results of this study are: (1) the development of augmented reality-based learning media on hydrocarbon material in the form of an android application consisting of five main menus, namely basic competencies and indicators, materials, AR camera, practice questions, and the identity of the researcher, as well as seven molecular cards of the structure chemical compound molecules; (2) validity assessment by material experts with an average score of 85% in the "very valid" category and the validity assessment by media experts with an average score of 94% in the "very valid" category; (3) the feasibility test results for using media in the implementation of learning obtained an average student response score of 78%, with the "feasible" category used as learning media. The increase in multi-representation abilities is shown by increasing student learning outcomes using multi-representation questions, including macroscopic, submicroscopic, and symbolic levels. The macroscopic level increased by 27.50%, the submicroscopic increased by 36.70%, and the symbolic level increased by 33.30%. The results of this study indicate that augmented reality-based learning media on hydrocarbons is very suitable for use in chemistry learning and has been proven to increase students' multi-representation abilities

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