Cognitive Load Implications for Augmented Reality Supported 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.

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A Simple and Practical Method for Incorporating Augmented Reality into the Classroom and Laboratory

10.26434/chemrxiv.7137827.v1 ◽

2018 ◽

Author(s):

Kyle Plunkett

Keyword(s):

Organic Chemistry ◽

Augmented Reality ◽

Real Time ◽

Real World ◽

Smart Phone ◽

Practical Method ◽

Virtual Expert ◽

Video Projection

This manuscript provides two demonstrations of how Augmented Reality (AR), which is the projection of virtual information onto a real-world object, can be applied in the classroom and in the laboratory. Using only a smart phone and the free HP Reveal app, content rich AR notecards were prepared. The physical notecards are based on Organic Chemistry I reactions and show only a reagent and substrate. Upon interacting with the HP Reveal app, an AR video projection shows the product of the reaction as well as a real-time, hand-drawn curved-arrow mechanism of how the product is formed. Thirty AR notecards based on common Organic Chemistry I reactions and mechanisms are provided in the Supporting Information and are available for widespread use. In addition, the HP Reveal app was used to create AR video projections onto laboratory instrumentation so that a virtual expert can guide the user during the equipment setup and operation.

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Personalized Augmented Reality Based Tourism System: Big Data and User Demographic Contexts

Applied Sciences ◽

10.3390/app11136047 ◽

2021 ◽

Vol 11 (13) ◽

pp. 6047

Author(s):

Soheil Rezaee ◽

Abolghasem Sadeghi-Niaraki ◽

Maryam Shakeri ◽

Soo-Mi Choi

Keyword(s):

Big Data ◽

Augmented Reality ◽

User Study ◽

Spatial Information ◽

Ease Of Use ◽

Tourist Attraction ◽

Gender And Education ◽

Time Distance ◽

Data Source ◽

The Right

A lack of required data resources is one of the challenges of accepting the Augmented Reality (AR) to provide the right services to the users, whereas the amount of spatial information produced by people is increasing daily. This research aims to design a personalized AR that is based on a tourist system that retrieves the big data according to the users’ demographic contexts in order to enrich the AR data source in tourism. This research is conducted in two main steps. First, the type of the tourist attraction where the users interest is predicted according to the user demographic contexts, which include age, gender, and education level, by using a machine learning method. Second, the correct data for the user are extracted from the big data by considering time, distance, popularity, and the neighborhood of the tourist places, by using the VIKOR and SWAR decision making methods. By about 6%, the results show better performance of the decision tree by predicting the type of tourist attraction, when compared to the SVM method. In addition, the results of the user study of the system show the overall satisfaction of the participants in terms of the ease-of-use, which is about 55%, and in terms of the systems usefulness, about 56%.

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A Systematic Map of Research Characteristics in Studies on Augmented Reality and Cognitive Load

Computers and Education Open ◽

10.1016/j.caeo.2021.100036 ◽

2021 ◽

pp. 100036

Author(s):

Josef Buchner ◽

Katja Buntins ◽

Michael Kerres

Keyword(s):

Augmented Reality ◽

Cognitive Load ◽

Systematic Map

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Augmented Reality Chemical Reaction with User-Centered Design

MATEC Web of Conferences ◽

10.1051/matecconf/201821804012 ◽

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.

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Spatial perspective choice in ASL

Sign Language & Linguistics ◽

10.1075/sll.5.1.03emm ◽

2002 ◽

Vol 5 (1) ◽

pp. 3-26 ◽

Cited By ~ 11

Author(s):

Karen Emmorey ◽

Barbara Tversky

Keyword(s):

Cognitive Load ◽

American Sign Language ◽

Spatial Information ◽

English Speakers ◽

Video Monitor ◽

Spatial Perspective ◽

Object Locations ◽

Shared Space ◽

Spatial Terms ◽

Spatial Locations

Two studies investigated the ramifications of encoding spatial locations via signing space for perspective choice in American Sign Language. Deaf signers (speakers) described the location of one of two identical objects either to a present addressee or to a remote addressee via a video monitor. Unlike what has been found for English speakers, ASL signers did not adopt their addressees spatial perspective when describing locations in a jointly viewed present environment; rather, they produced spatial descriptions utilizing shared space in which classifier and deictic signs were articulated at locations in signing space that schematically mapped to both the speakers and addressees view of object locations within the (imagined) environment. When the speaker and addressee were not jointly viewing the environment, speakers either adopted their addressees perspective via referential shift (i.e. locations in signing space were described as if the speaker were the addressee) or speakers expressed locations from their own perspective by describing locations from their view of a map of the environment and the addressees position within that environment. The results highlight crucial distinctions between the nature of perspective choice in signed languages in which signing space is used to convey spatial information and spoken languages in which spatial information is conveyed by lexical spatial terms. English speakers predominantly reduce their addressees cognitive load by adopting their addressees perspective, whereas in ASL shared space can be used (there is no true addressee or speaker perspective) and in other contexts, reversing speaker perspective is common in ASL and does not increase the addressees cognitive load.

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Blended learning in a second year organic chemistry class: students’ perceptions and preferences of the learning support

Chemistry Education Research and Practice ◽

10.1039/c9rp00099b ◽

2020 ◽

Vol 21 (1) ◽

pp. 24-36 ◽

Cited By ~ 4

Author(s):

Rethabile Tekane ◽

Lynne A. Pilcher ◽

Marietjie Potgieter

Keyword(s):

Organic Chemistry ◽

Blended Learning ◽

Language Proficiency ◽

Discussion Board ◽

Unique Contribution ◽

Learning Support ◽

Student Body ◽

Individual Interviews ◽

The Face ◽

Second Year

Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a second-year organic chemistry course in a South African context. It offers a unique contribution in terms of catering to the needs of a diverse student body. Three open-ended questionnaires were used to probe: (1) students’ perceptions of the learning support; (2) students’ preferences for different types of learning support offered; and (3) students’ suggestions for improvement. Semi-structured individual interviews were used to obtain clarity on some of the responses from the questionnaires. Analysis of students’ responses revealed that the face-to-face component was highly valued as it gave the students the opportunity to ask questions and obtain answers in real time; the online component, especially Learnsmart, was found helpful for its flexibility and providing limitless opportunities to practice or revisit concepts. The discussion board was the least valued due to the overwhelming number of postings, and the students felt they were forced to participate in order to get marks. The students experienced the course as too fast-paced possibly reflecting cognitive overload, a potential weakness of the supplemental blend. The findings will be useful in many other contexts where the student body is diverse in terms of language proficiency and the level of preparation for the demands of organic chemistry as a discipline.

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