Implementation of augmented reality technology in virtual practicum of high school chemistry subjects. Investigate Augmented Reality (AR) in virtual high school chemistry practicums. This study demonstrates AR enhances student understanding and engagement, effectively overcoming lab facility limitations.
This research aims to investigate the implementation and effectiveness of Augmented Reality (AR) technology in virtual practicum activities for high school chemistry subjects. The study is motivated by the limited availability of laboratory facilities in many schools, which often hampers students' practical understanding of abstract and complex chemical concepts. By integrating AR into the learning process, students are provided with an interactive and immersive experience that simulates real laboratory experiments without the need for physical equipment. The research adopts a quasi-experimental method with a control and experimental group. The participants were 60 students from two different high schools, selected through purposive sampling. The experimental group engaged in virtual practicum using an AR-based application developed for this study, while the control group followed conventional practicum procedures. Data collection techniques included pre-tests and post-tests to measure students' conceptual understanding, as well as questionnaires and interviews to capture their engagement and perceptions. The results showed a significant increase in the post-test scores of the experimental group compared to the control group, indicating that AR-based virtual practicum had a positive impact on students’ understanding of chemical reactions, molecular structures, and lab procedures. Additionally, students reported higher levels of motivation and interest, highlighting the immersive and visually rich environment provided by AR technology. In conclusion, the implementation of AR in virtual chemistry practicums presents a promising solution to address laboratory limitations while enhancing students’ comprehension and engagement. This research recommends further development and integration of AR tools in science education to support interactive and cost-effective learning.
The paper, "Implementation Of Augmented Reality Technology In Virtual Practicum Of High School Chemistry Subjects," addresses a critical challenge in science education: the limited access to laboratory facilities and its impact on students' practical understanding of complex chemical concepts. The research investigates the integration of Augmented Reality (AR) technology to create interactive and immersive virtual practicum experiences. This initiative is highly pertinent, offering a potential solution to democratize access to experimental learning and enhance pedagogical methods, particularly in resource-constrained environments. The study's focus on bridging the gap between theoretical knowledge and practical application through innovative technology is commendable and timely. Employing a quasi-experimental design, the study involved 60 high school students divided into experimental and control groups, selected via purposive sampling. The experimental group utilized an AR-based application for virtual practicum, while the control group followed conventional methods. The methodological approach, incorporating pre-tests and post-tests for conceptual understanding, alongside questionnaires and interviews for engagement and perception, provides a robust framework for data collection. The findings are compelling, demonstrating a significant increase in post-test scores for the AR-enabled experimental group, indicating a positive impact on understanding chemical reactions, molecular structures, and lab procedures. Furthermore, reported higher levels of motivation and interest among students underscore the immersive and engaging nature of AR technology as a learning tool. Overall, this research presents a strong case for the efficacy of AR in virtual chemistry practicums. Its primary strength lies in providing empirical evidence that AR can effectively overcome laboratory limitations, enhance conceptual understanding, and boost student engagement in high school chemistry. The implications are significant, suggesting AR as a cost-effective and interactive solution for science education, particularly in regions with inadequate infrastructure. The recommendation for further development and integration of AR tools in educational settings is well-justified by the positive outcomes, making this a valuable contribution to the field of educational technology and science pedagogy.
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By Sciaria
By Sciaria
By Sciaria
By Sciaria
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By Sciaria