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Effects of using augmented reality (AR) in visualizing a dynamic particle model
Abstract
de Der Einfluss von AR in diesem Lehr‐Lern‐Setting wurde in Bezug auf Motivation, schulische Selbstwirksamkeitserwartung und Kognition (z. B. Diskontinuum) in einer achten Klasse einer Realschule mit einer Interventionsstudie im Pre‐Post‐Kontrollgruppen‐Design untersucht. Die Ergebnisse deuten darauf hin, dass AR positive Auswirkungen auf diese Aspekte des Lernens hat.
Translation abstract
en In this paper, the role of augmented reality (AR) as a tool in visualizing graphical representation of the particle's movements, is discussed. Interactive and dynamic 3D models of the undifferentiated particle model of the physical states were projected into reality on a three‐dimensional cube (merge cube). In contrast to classic media such as textbooks, foils, worksheets or films, dynamic processes (at the particle level) can be used with real 3D models wherever they are needed in the classroom. The influence of augmented reality (AR) in this teaching‐learning setting was examined in terms of motivation, school self‐efficacy and cognition in an eighth grade of a secondary school with an intervention study in a pre‐post control group design. The results suggest that AR has positive effects on these aspects of learning.
... This has already been discussed in multiple publications. In the field of educational research, AR is of interest, since it is said to have positive effects on relevant teaching parameters, such as motivation [1][2][3], interest [4], self-efficacy [5], cognitive load [6][7][8], attitude [9][10][11], and learning performance [6,8,12,13]. In addition, more and more software solutions for creating AR applications are now available to people without coding experience (e.g., Reality Composer, ZapWorks Designer), and the necessary hardware for using this technology is available in many schools. ...
... 12) In their review, Krug et al. [19,20] reviewed papers with AR learning scenarios, not only technically presenting the apps but also including empirical research data about their impact on learning parameters (such as motivation, self-regulation, self-efficacy, and learning performance). They found that almost all AR learning scenarios fell into three categories: AR expands reality in paper-based learning, opens so-called black boxes by making the invisible visible (chemistry models) [1,21], and presents experiments and their virtual execution [22]. All three possibilities can transform experiments since learners do indeed need external representations (such as chemical symbols, models, diagrams) to understand chemical concepts and phenomena [23]. ...
Burning candles show the solid and liquid states of wax on a macroscopic level. With augmented reality, the submicroscopic and symbolic level of all three states of wax can be shown. The augmented reality environment developed in this study lets students test their knowledge about the position of the three states of wax. So far, how the design parameters of augmented reality learning environments influence users’ eye movement and learning performance has not been researched. Twenty-three German students between the ages of 9 and 15 form the randomized sample of this study with three different groups. AR learning scenarios were created, varying only in one design parameter: ‘congruence with reality’. Our analysis using audio, video, and eye-tracking data showed that all the participants learned mostly the same and that the participants who saw the real experiment on screen experienced the highest degree of immersion. This study indicates that the presented AR learning environment is an opportunity to learn about what exact part of a candle is burning with the submicroscopic level shown in comparison; before using the learning environment, the students were uncertain about what substance burns when a candle is lit and what function the wick has. This study suggests teachers should think about implementing learning environments such as this to help students connect different levels of representation.
... -The visualization of smallest non-visually perceptible things such as chemical reactions, sub-microscopic structures or radiation (e.g., ref. [17]); - ...
The topic of safety in chemistry laboratories in schools is crucial, as severe accidents in labs occur worldwide, primarily due to poorly trained individuals and improper behavior. One reason for this could be that the topic is often dry and boring for students. One solution to this problem is engaging students more actively in the lesson using a game format. In this publication, we present an augmented-reality-supported exit game in the form of a laboratory rally and the results of a pilot study that examined the use of the rally in terms of technology acceptance and intrinsic motivation. The study involved 22 students from a general high school. The study results show a high level of technology acceptance for the augmented reality used, as well as good results in terms of the intrinsic motivation triggered by the lesson.
... In the last module, digital tools for Simulation and Modelling (SIM) are presented along with the competence expectations listed in DiKoLAN and tested in the exercises. Tools are discussed for which empirical findings are available [42][43][44][45][46] or which have already been successfully integrated in other DiKoLAN-oriented teaching concepts [47,48]. The tool types presented are spreadsheet programs, modelling systems, computer simulations, StopMotion programs [49], and programs for digital modelling and animation. ...
Prospective teachers must acquire subject-specific digital competencies to design contemporary lessons and to promote digital competencies among students themselves. The DiKoLAN framework (Digital Competencies for Teaching in Science Education) describes basic digital competencies for the teaching profession in the natural sciences precisely for this purpose. In this article, we describe the development, implementation, and evaluation of a university course based on DiKoLAN which promotes the digital competencies of science teachers. As an example, the learning module Data Processing in Science Education is presented, and its effectiveness is investigated. For this purpose, we used a questionnaire developed by the Working Group Digital Core Competencies to measure self-efficacy, which can also be used in the future to promote digital competencies among pre-service teachers. The course evaluation showed a positive increase in the students’ self-efficacy expectations. Overall, the paper thus contributes to teacher education by using the course as a best-practice example—a blueprint for designing new courses and for implementing a test instrument for a valid evaluation.
... Diese werden benötigt, um eine adäquate Planung von Lernumgebungen mit digitalen Elementen (zum Beispiel mit Augmented Reality (AR) oder Virtual Reality (VR)) und deren Einsatz zu gewährleisten. Experimente werden in der Bildung schon heute komplett virtuell (z.B. als Bildschirmexperimente oder in einer VR) oder teilvirtuell mit AR umgesetzt(Probst, Fetzer, Lukas & Huwer, 2021). Daher stellt sich die Frage, welche Aspekte der Wahrnehmung für digital angereicherte (AR) chemische Experimente relevant für einen optimalen Lernprozess sind. ...
Unterschiedlicher Reflexionsbegleitung - Lehr-Lern-Labor Vergleich im Fach Chemie
Die Chemielehrkräfteausbildung beinhaltet die Professionalisierung berufsbezogener personaler Kompetenzen der Studierenden (Kunter et al., 2011; Weinert, 2001). Dabei sind das Classroom Management, die Planung, Durchführung und Reflexion der Arbeit mit Schülerinnen und Schülern im experimentellen Unterricht von zentraler Bedeutung (Terhart, 2002). In der Tat nehmen Experimente eine wichtige Stellung im Chemieunterricht ein (Hodson, 1993). Dabei sollen die Lehrkräfte eine begleitende Rolle einnehmen, die es zu erlernen gilt (Hofstein & Mamlok-Naaman, 2007).
Aus diesem Grund bieten Lehr-Lern-Labore (LLL) einen wertvollen Raum in der Bildungslandschaft. LLL sollen das Interesse von Schülerinnen und Schülern in Bezug auf experimentelle Lernumgebungen und von Studierenden zu Inhalten ihrer späteren Berufstätigkeit fördern (Haupt et al., 2013; Priemer, 2020; Engeln & Eu-ler, 2004). Studien weisen darauf hin, dass dieses Format Kompetenzen der Studierenden schult und erweitert (Priemer & Roth, 2020; Bosse et al., 2020).
Im Beitrag wird der Frage nachgegangen, wie die Studierenden bei unterschiedlichen Reflexionsbegleitungen in LLL-Settings im Fach Chemie ihre Selbstwirksam-keitserwartung wahrnehmen. Am Ende wird ein Ausblick darauf gegeben, wie Wahrnehmung in der Planung von digitalen Lernumgebungen (Argument Reality, Virtual Reality) eine Rolle spielen kann, denn erste Experimente werden in der Bildung schon heute voll virtuell als Bildschirmexperimente, mit Virtual Reality oder teilvirtuell mit Aug-mented Reality umgesetzt.
Stichworte/Schlagwörter: Lehr-Lern-Labor, Wahrnehmung, Selbstwirksamkeitserwartung, Motivation, Reflexion
... Laut Azuma müssen AR-Anwendungen neben der Kombination realer und virtueller Inhalte zusätzlich die Merkmale einer Interaktivität in Echtzeit und einer funktionierenden 3D-Registrierung, also einer Zuweisung fester Plätze im dreidimensionalen Raum der Realität, aufweisen [2]. Für die Lehr-Lernforschung ist das Themenfeld AR aufgrund ihrer positiven Effekte auf Lehr-Lernprozesse von Bedeutung [4,5,6]. Gleichzeitig wird das Thema durch immer weiter verbreitete Hardware an Schulen und verschiedene Softwarelçsungen auch für Lehrkräfte interessanter, da durch sogenannte Autorentools AR-Anwendungen ohne Programmierkenntnisse erstellt und mit schulischer Hardware eingesetzt werden kçnnen. ...
de Eine mit digitalen Informationen angereicherte Realität spielt eine zunehmend wichtigere Rolle in unserem Alltag, aber auch im Chemieunterricht. So werden Lehr-Lernszenarien mit Augmented Reality (AR) positive Effekte auf den Wissenserwerb, Motivation und andere Faktoren des Lernens zugeschrieben. Dieser Beitrag gibt einerseits einen Überblick über medienfachdidaktische Gestaltungsparameter und andererseits werden Werkzeuge vorgestellt, um diese Technologie AR-gestütztes Unterrichtsmaterial zu erstellen.
Translation abstract
en Reality enriched with digital information is playing an increasingly important role in our everyday live, but also in chemistry teaching. Thus, teaching-learning environments with augmented reality (AR) are can have positive effects on knowledge acquisition, motivation and other factors of learning. On the one hand, this paper gives an overview of media educational design parameters and on the other hand, tools are also presented to create and use this technology for teaching.
Este trabajo presenta las posibilidades didácticas de la herramienta de realidad aumentada ZapWorks en la enseñanza de las ciencias a través de una experiencia desarrollada con 57 estudiantes (hombres y mujeres) del Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas de la Universidad de Málaga (especialidades de Física y Química y de Biología y Geología). La experiencia se desarrolló en dos sesiones de dos horas de duración cada una. En la primera sesión, los estudiantes recibieron una instrucción sobre realidad aumentada y sus posibilidades educativas, y desde el punto de vista procedimental, tuvieron la oportunidad de utilizar la herramienta ZapWorks y la aplicación Zappar para el abordaje de contenidos científicos a través de escenarios amplificados. Tras esta sesión, los estudiantes, trabajando por parejas, dispusieron de una semana para diseñar una actividad con dicha herramienta y elaborar una memoria explicativa. La segunda sesión consistió en la explicación oral en el aula de la propuesta realizada. Como instrumentos para la recogida de datos se utilizaron la memoria escrita y un cuestionario administrado al finalizar la experiencia para conocer las percepciones de los estudiantes en torno al uso y a las posibilidades didácticas de la tecnología de realidad aumentada, en general, y de la herramienta ZapWorks, en particular. Los resultados ponen de manifiesto que la mayoría de los estudiantes tienen una actitud positiva y reflexiva ante las potencialidades educativas de la realidad aumentada y de la herramienta ZapWorks, en concreto, como estrategia metodológica para facilitar los procesos de enseñanza-aprendizaje de contenidos científicos.
Nachhaltigkeit, Photochemie und Elektrochemie bleiben im Jahr 2022 die inhaltlichen, Digitalisierung und Modelle die methodischen Schwerpunkte der experimentell‐konzeptionellen Forschung der Chemiedidaktik. Die empirische Forschung evaluiert digitale Lernumgebungen und interessiert sich zunehmend für die Möglichkeiten künstlicher Intelligenz und maschinellen Lernens.
Erfolgreiches Lernen und damit auch eine erfolgreiche Schulkarriere kann als Grundlage für ein gelingendes Leben in einer Industrienation gesehen werden. Motivation und Selbstwirksamkeitsüberzeugungen der Lernenden sind dabei wichtige Grundlagen. In einer immer heterogener werdenden Gesellschaft stellt dies besondere Anforderungen an die Lehrenden. Weitere Herausforderungen ergaben sich durch die Schulschließungen im Zuge der Corona-Pandemie und dem damit verbundenen Fernunterricht. Digitale Medien können hilfreich sein, diesen Herausforderungen gerecht zu werden, sowohl im Präsenz-, als auch im Fernunterricht. In dieser kumulativen Dissertation wurden unterschiedliche Forschungsarbeiten veröffentlicht, die sich mit den skizzierten Anforderungen auseinandersetzen. In einem Review-Artikel wurden bisherige Forschungen auf Basis dieser Grundlagen gesucht und erfasst. Weitere Fachartikel, in denen digitale Medien als Lernbegleiter, Lernwerkzeug oder Experimentalwerkzeug eingesetzt wurden, wurden erarbeitet und veröffentlicht. Basis für diese Forschungen waren die Stärkung von Selbstregulation, Motivation und Lernerfolg in heterogenen Lerngruppen der Sekundarstufe I. Teilweise wurden die Forschungsergebnisse im Präsenzunterricht und teilweise im Fernunterricht erarbeitet. Da die Ergebnisse bereits in den publizierten Artikeln vorgestellt wurden, handelt es sich in dieser Dissertation um eine verkürzte Darstellung der Forschungsergebnisse.
II Abstract
Successful learning and thus a successful school career can be seen as the basis for a successful life in an industrialized nation. Motivation and self-efficacy beliefs of learners are important foundations in this context. In an increasingly heterogeneous society, this places special demands on teachers. Further challenges arose from school closures in the wake of the Corona pandemic and the associated distance learning. Digital media can be helpful in meeting these challenges, both in face-to-face and distance education. In this cumulative dissertation, different research papers were published to address the requirements outlined. A review article sought and captured previous research based on these foundations. Additional professional articles that used digital media as a learning guide, learning tool, or experimental tool were developed and published. The basis for this research was the strengthening of self-regulation, motivation and learning success in heterogeneous learning groups in secondary school. Partly the research results were developed in face-to-face classes and partly in distance learning. Since the results have already been presented in the published articles, this dissertation is an abbreviated presentation of the research results.
Mit Augmented Reality angereicherte Lehr‐Lernsettings gewinnen sowohl im Schulfach Chemie als auch in anderen naturwissenschaftlichen Fächern immer mehr an Bedeutung. So erwähnen viele Publikationen die positiven Effekte solcher digital angereicherter Lehr‐Lernprozesse, geben jedoch nur selten darüber Auskunft, welche Eigenschaften der erweiterten Realität hierfür verantwortlich sind. Dieser Beitrag stellt ein Bewertungsraster vor, mit dessen Hilfe es ermöglicht wird, mit Augmented Reality angereicherte Lehr‐Lernsettings in Bezug auf medien‐ und fachdidaktische Aspekte hin zu bewerten. Des Weiteren wird eine exemplarische Darstellung der Umsetzung eines digital angereicherten Lehr‐Lernsettings im Kontext der Nachhaltigkeitsbildung vorgestellt. Teaching‐learning settings enriched with augmented reality are becoming increasingly important both in the school subject of chemistry and in other natural science subjects. Thus, many publications mention the positive effects of such digitally enriched teaching‐learning processes, but rarely provide information about which characteristics of augmented reality are responsible for this. This paper presents an evaluation grid which allows to evaluate teaching‐learning settings enriched with augmented reality with a focus on media and subject didactical aspects. Furthermore, an exemplary presentation of the implementation of a digitally enriched teaching‐learning setting in the context of sustainability education is presented.
Der Orientierungsrahmen DiKoLAN beschreibt digitale Basiskompetenzen für das Lehramt in den Naturwissenschaften. Eine Lehrveranstaltung des Lehrstuhls für Fachdidaktik der Naturwissenschaften an der Universität Konstanz widmet sich gezielt dem Aufbau der in DiKoLAN genannten Kompetenzen. In diesem Artikel werden die Konzeption, die Umsetzung und die Evaluation eines Lehr‐Lernmoduls im Bereich Simulation und Modellierung beschrieben. Die Evaluation des Moduls hat Wissensfelder mit Entwicklungspotenzial bei den Studierenden offengelegt, die Stärken einer strukturellen Orientierung an DiKoLAN aufgezeigt und Ansätze zur Optimierung zukünftiger Lehrveranstaltungen zur Förderung digitaler Kompetenzen im Bereich Simulation und Modellierung gegeben. The DiKoLAN orientation framework describes digital core competences for teaching in science education. A course offered by the Chair of Science Education at the University of Konstanz is specifically dedicated to fostering the competencies mentioned in DiKoLAN. This article describes the concept, implementation, and evaluation of a teaching‐learning module in the field of simulation and modelling. The evaluation of the module has revealed areas of knowledge with potential for development among the students, shown the strengths of a structural orientation following DiKoLAN and provided approaches for optimising future courses to promote digital competencies in the area of simulation and modelling.
Das Verständnis der submikroskopischen Ebene und der damit verbundenen Tatsache, dass alle Stoffe aus kleinsten Teilchen aufgebaut sind, stellt Schüler:innen im Chemieanfangsunterricht vor eine kognitive Herausforderung. Um diese Ebene verständlicher zu gestalten sind Augmented Reality (engl. erweiterte Realität, abgekürzt AR) ‐Anwendungen ein unterstützendes Medium und werden zunehmend in den Unterricht eingebaut. In dem folgenden Beitrag werden die Aggregatzustandsänderungen auf Teilchenebene in einer AR‐Anwendung vorgestellt. Understanding the submicroscopic level and the related fact that all substances are composed of smallest particles is a cognitive challenge for students in beginning chemistry classes. To make this level more understandable, augmented reality (AR) applications are a supportive medium and are increasingly being incorporated into the classroom. In the following paper, we present the change of aggregate state at the particle level in an AR application
This paper is about augmented reality (AR) and its potentials to support students in handling scientific representations. For this purpose, first representations are examined from a science educational and instructional psychology perspective. After giving a short overview of AR in general and how it can be delineated from virtual reality (VR), potential advantages of an educational use of AR are outlined considering typical difficulties of students when learning with scientific representations. Since literature frequently reports sex differences in spatial abilities, this study focuses on potential differential effects in the use of AR depending on sex. Against this background, AR might be a tool which can help to compensate for disadvantages in spatial abilities. In order to investigate this question, chemistry students had to answer 20 items related to stereochemistry, a concept that places high demands on mental spatial rotation skills. While one half of the items had to be solved using two‐dimensional (2D) ball‐and‐stick figures of molecules, the other half had to be answered with the help of AR representations. Due to the aforementioned sex differences regarding visuo‐spatial abilities between males and females found in the literature, it is hypothesized that AR representations will support all students but females in particular by reducing cognitive load. If this assumption is correct, the AR items would have to be correctly solved by the students more often than the 2D items. The results of analyses of variance indeed reveal a significant effect of the sex variable dependent on the type of representation. In addition, a questionnaire was administered to survey the students’ attitudes towards learning with the AR app used.
"Dieser Beitrag befasst sich am Beispiel der Augmented Reality (AR, erweiterte Realität) mit dem Einsatz Digitaler Medien über Tablets beim Experimentieren im Chemieunterricht. Der Aufbau einer AR-zentrierten Lernumgebung zu chemischen Experimenten wird vor dem Hintergrund von Lernerfolg, Motivation und Selbstbestimmung erläutert. Es werden die Ergebnisse einer empirischen Studie zum Vergleich mit analogen Medien dargelegt, nach welcher AR als vielversprechendes Hilfsmittel zur Visualisierung im Chemieunterricht angesehen werden kann." Quelle: MNU
Most studies of Augmented Reality (AR) in education have considered students’ learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self‐efficacy. A total of 101 students were divided into two groups based on their mathematics learning self‐efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self‐efficacy to pay closer attention to higher level conceptions. It can also help higher self‐efficacy students to apply more advanced strategies when learning mathematics.
This study addresses whether augmented reality (AR)-based online wearable guides are better at improving learners’ situational interest (with regard to the fields of novelty, challenge, attention demand, exploration intention, instant enjoyment, and total interest) and learning achievement (remembering, understanding, and analyzing) compared with audio guides. This study employed a museum as its research site and examined a total of 96 participants who were randomly divided into two groups: one group using AR-based online wearable guides and the other using audio guides. In the experiment, both groups were required to complete a prior knowledge quiz, a scale of situational interest, and a test of learning achievement, as well as contributing post-activity open-format feedback. The results of this study indicate that situational interest and the remembering dimension of learning achievement have a significant and positive correlation, and that, when compared with the audio guide, the AR-based online wearable guide increased the learners’ situational interest and instant enjoyment, as well as the remembering dimension of learning performance. Therefore, the AR-based online wearable guide exhibits the ability to cultivate long-term interest in informal curricula. It is suggested that, when applying AR-based online wearable guides in informal curricula, content difficulty levels should be designed appropriately so that the learners’ instant enjoyment, situational interest, and content remembering performance would not be undermined.
This research examines how augmented reality (AR) tools can be integrating into informal learning experiences in ways that support children’s engagement in science in their communities. We conducted a series of video-based studies over 4 years in an arboretum and a nature center with families and children. In this study (the four iteration of the Tree Investigators design-based research project), 1-hour sessions were conducted at a summer camp for 6 weeks at Shaver’s Creek Environmental Center. The sessions supported children to learn about the life cycle of trees with iPad computer tablets. Data collected included pre- and post-assessments and video records of children engaged in the science practice of observation. Analysis included the Wilcoxon signed-rank test of 42 paired assessments, the microethnographic analysis of transcripts of dyads and triads engaged with AR tools, and the creation of one case study of a pair of boys, who were representative of others in the dataset. Across the dataset, we found three sociotechnical interactions that contributed to triggering situational interests during the summer camp learning experience: (a) discoveries in the environment related to nature, (b) prior experiences that led to anticipation or expectation about what would happen, and (c) hands-on experiences with natural phenomenon. Implications of the study include that AR tools can trigger and maintain children’s situational interest and science learning outcomes during context-sensitive informal mobile learning.
In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as: the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This paper reports a systematic review of literature on augmented reality in educational settings considering the factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.
Chemistry is regarded as a difficult subject for students. The difficulties may lie in human learning as well as in the intrinsic nature of the subject. Concepts form from our senses by noticing common factors and regularities and by establishing examples and non-examples. This direct concept formation is possible in recognising, for instance, metals or flammable substances, but quite impossible for concepts like ‘element’ or ‘compound’, bonding types, internal crystal structures and family groupings such as alcohols, ketones or carbohydrates. The psychology for the formation of most of chemical concepts is quite different from that of the ‘normal’ world. We have the added complication of operating on and interrelating three levels of thought: the macro and tangible, the sub micro atomic and molecular, and the representational use of symbols and mathematics. It is psychological folly to introduce learners to ideas at all three levels simultaneously. Herein lies the origins of many misconceptions. The trained chemist can keep these three in balance, but not the learner. This paper explores the possibilities, for the curriculum, of a psychological approach in terms of curricular order, the gradual development of concepts, the function of laboratory work and the place of quantitative ideas. Chemical education research has advanced enough to offer pointers to the teacher, the administrator and the publisher of how our subject may be more effectively shared with our students. [Chem. Educ. Res. Pract. Eur.: 2000, 1, 9- 15]
The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples
of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This
paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes
a framework for approaching handheld applications we call “augmented reality educational gaming.” We then describe our development
process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered
software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread
across five case studies with classrooms, and provide a design narrative explaining this development process and articulate
an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions
and implications are discussed.
Der diskontinuierliche Aufbau der Materie gehört zu den gemeinsamen Schlüsselkonzepten der modernen Naturwissenschaften. Trotz der gemeinsamen Tragweite ist die Behandlung durch die einzelnen naturwissenschaftlichen Unterrichtsfächer allerdings i.d.R. wenig aufeinander abgestimmt. Die Schülerinnen und Schüler werden mit einer Vielzahl unterschiedlicher Konzepte und Modelle konfrontiert, was nach unserer Einschätzung erheblich zu den Verständnisschwierigkeiten aber auch Motivationsverlusten im Unterricht dieser Fächer beiträgt.
Wir gehen davon aus, dass die Vermittlung eines durchgängigen und fächerübergreifenden Teilchenkonzepts dazu beitragen kann, diese Defizite abzubauen. Dieses soll es den Schülerinnen und Schülern ermöglichen, eine in sich schlüssige und anschlussfähige Konzeptentwicklung zu vollziehen. Zur Unterstützung wird eine multimediale Lernumgebung vorgestellt, in der Vermittlungshilfen für die wesentlichen schulrelevanten Anwendungen des Teilchenkonzepts auf dieser einen gemeinsamen Basis angeboten werden sollen.
Augmented Reality (AR) bezeichnet die Erweiterung der “echten” Realität um digitale, also virtuelle Informationen. Technisch kann dies auf unterschiedlich anspruchsvollen technischen bzw. Ausstattungsniveaus realisiert werden: Im High-End Bereich z.B. über sogenannte AR-Brillen (z.B. MS Holo Lens) oder eher schultauglich mithilfe von Mobile Devices (Tablets/Smartphones). Bei letzteren verwendet man die Kamera der Devices, um die Umgebung, also die Realität, zu erfassen und blendet auf dem Display die Zusatzinformationen als “Overlay” an der Stelle ein, an der diese in Relation zur Realität stimmig angezeigt werden soll. Von zentraler Bedeutung für die AR-Technik sind hierbei in der Regel optisch eindeutig erkennbare Strukturen (sog. Trigger/ Marker), die sowohl die Einblendung der virtuellen Informationsschicht oder interaktiver Bedienelemente auslösen und deren exakte Positionierung im Raum ermöglichen. Als in der Praxis gut einsetzbare Strukturen werden als Trigger z.B. leicht und eindeutig identifizierbare “QR-Codes” genutzt. Deren geometrisches Muster ermöglicht über seine perspektivischen Verzerrungen auch eine entsprechend gute Ausrichtung virtueller Elemente im AR-Raum. Mittlerweile können aber auch ganze Objekte selbst im System hinterlegte Trigger sein, sodass man zusätzlich zu diesen Objekten keine Trigger aufkleben muss (markerless AR). Die Präzision der Positionierung von AR-Elementen wird wesentlich von der Qualität des Triggers und seiner räumlichen Lesbarkeit beeinflusst.Im Folgenden sollen diese Kriterien und Perspektiven anhand einiger praktischer Beispiele, die explizit für den schulisch Einsatz von AR entwickelt wurden, weiter erläutert werden.
Augmented Reality is a good way to enrich and expand not only the environment but also the students' learning. When students come to a chemical laboratory for the first time, it is important to internalize the special rules and regulations. For this reason, we have linked these two components and developed an Augmented Reality Laboratory License. The students should internalize the laboratory and its rules with the help of a rally. The students set off in the laboratory and discover the various symbols and rules with the help of augmented symbols. The standard symbols, such as safety symbols, warning symbols and hazard symbols, were used to provide augmented assistance at the various stations of the rally.
Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students’ individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students’ individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students’ individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.
This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research.
A new, single-mode bench-top resonator was evaluated for the microwave-assisted flow generation of primary ketenes by thermal decomposition of α-diazoketones at high temperature. A number of amides and β-lactams were obtained by ketene generation in situ and reaction with amines and imines, respectively, in good to excellent yields. The preferential formation of trans-configured β-lactams was observed during the [2+2] Staudinger cycloaddition of a range of ketenes with different imines under controlled reaction conditions. Some insights into the mechanism of this reaction at high temperature are reported, and a new web-based molecular viewer, which takes advantage from Augmented Reality (AR) technology, is also described for a faster interpretation of computed data.
Die IT-Ausstattung an deutschen Grundschulen konnte in den letzten Jahren deutlich verbessert werden (BMBF 2006; Hornberg
et al. 2007). Zahlreiche Bundesländer und Schulträger haben Maßnahmen zur Integration digitaler Medien in Grundschulen auf
den Weg gebracht (vgl. Eickelmann/Schulz-Zander 2006; Mitzlaff 2007; Schulz-Zander/Schmialek/Stolz 2007). Trotz intensiver
finanzieller und konzeptioneller Bemühungen ist der regelmäßige Einsatz von digitalen Medien in deutschen Grundschulen vergleichsweise
wenig verbreitet (Europäische Kommission 2006).
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students’ spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.
In the present study, we examined the impact of movement compatibility on the usability of two interaction devices for virtual reality (VR). To this end, we compared performance with the isometric spacemouse with that with the isotonic flystick, assuming that the flystick induces more movement compatibility in continuous movement and thus results in better performance. In the study, 28 subjects performed an object rotation task on a holobench with the two devices. Additionally, rotation axis and rotation degree were varied. Results showed a notable advantage for the flystick with regard to handling time (the time from the beginning of the object's appearance until the end of rotation, determined by subjects). The data support the idea that the compatibility of motor movements with the resulting (i.e. anticipated) object movements is an important determinant of usability in VR environments.
This paper surveys the current state-of-the-art in Augmented Reality. It describes work performed at many different sites and explains the issues and problems encountered when building Augmented Reality systems. It summarizes the tradeoffs and approaches taken so far to overcome these problems and speculates on future directions that deserve exploration. This paper does not present new research results. The contribution comes from consolidating existing information from many sources and publishing an extensive bibliography of papers in this field. While several other introductory papers have been written on this subject [Barfield95] [Bowskill95] [Caudell94] [Drascic93b] [Feiner94a] [Feiner94b] [Milgram94b] [Rolland94], this survey is more comprehensive and up-to-date. For anyone interested in starting research in this area, this survey should provide a good starting point. Section 1 describes what Augmented Reality is and the motivations for developing this technology. Four classes of potential applications that have been explored are described in Section 2. Then Section 3 discusses the issues involved in building an Augmented Reality system. Currently, two of the biggest problems are in registration and sensing, so those are the subjects of Sections 4 and 5. Finally, Section 6 describes some areas that require further work and research. 1.2 Definition
Schulische Voraussetzungen als Lern- und Lehrbedingungen in den ICILS-2018-Teilnehmerländern
- B Eickelmann
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Digitale Medien in Schule und Unterricht erfolgreich implementieren. Eine empirische Analyse aus Sicht der Schulentwicklungsforschung
- B Eickelmann
Eickelmann, B. (2010). Digitale Medien in Schule und Unterricht
erfolgreich implementieren. Eine empirische Analyse aus Sicht der
Schulentwicklungsforschung. Münster: Waxmann.
Advantages and Challenges Associated with Augmented Reality for Education: A Systematic Review of the Literature
- M Akåayır
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Vorstellungen und Lernen von Physik und Chemie -zu den Ursachen vieler Lernschwierigkeiten. Plus Lucis 2/95
- R Duit
Duit, R. (1995). Vorstellungen und Lernen von Physik und
Chemie -zu den Ursachen vieler Lernschwierigkeiten. Plus Lucis
2/95, im Internet abrufbar unter http://pluslucis.univie.ac.at/PlusLu
cis/952/s11.pdf (letzter Zugriff am 06.04.202).
Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen (Zeitschrift für Pädagogik Beiheft
- R Schwarzer
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Vorstellungen und Lernen von Physik und Chemie - zu den Ursachen vieler Lernschwierigkeiten. Plus Lucis 2/95 im Internet abrufbar
- R Duit
Chemie neu erleben mit Augmented Reality
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