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Publikation Nr. 1342 - Details

Probst, C., Lukas, S. & Huwer, J. (2021). Using augmented reality to introduce the Bohr atomic model in 3D in the classroom – A study about learning effects and perception of students, INTED 2021 Proceedings (S.1661-1668). Valencia, Spain: iated.

URL: https://library.iated.org/view/PROBST2021USI
DOI: http://dx.doi.org/10.21125/inted.2021.0378


Abstract
Augmented Reality (AR) refers to the possibility of projecting elements such as images, texts,
animations, or 3D models into real environments using technical aids such as a smartphone or tablet
[1]. Especially when learning abstract learning content, AR seems to be suitable to support the learners
[2]. With a created learning environment, which allows us to visualize atoms in three dimensions
according to Bohr’s atomic model, learners of the ninth grade should be supported in understanding the
atomic concept, especially electrons' movement. The aim is to counteract misconceptions that are often
created by the two-dimensional representation on the blackboard or textbook. Here we show that ARlearning
environments lead to better results in the areas of motivation, school self-efficacy expectations,
and cognitive performance of the students. We pay special attention to cognition, which was reexamined
after eight weeks to show long-term effects. Learning performance, especially in connection
with models in chemistry classes, is of particular importance. For this reason, we want to show that
teaching with AR is better able to achieve sustainable results in the field of cognition using the Bohr
atomic model.


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