Mobile augmented reality assisted chemical education: Insights from elements 4d. Yang, S., Mei, B., & Yue, X. Journal of Chemical Education, 95(6):1060–1062, June, 2018.
Mobile augmented reality assisted chemical education: Insights from elements 4d [link]Paper  doi  abstract   bibtex   
This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.
@article{yang_mobile_2018,
	title = {Mobile augmented reality assisted chemical education: {Insights} from elements 4d},
	volume = {95},
	issn = {0021-9584},
	shorttitle = {Mobile {Augmented} {Reality} {Assisted} {Chemical} {Education}},
	url = {https://doi.org/10.1021/acs.jchemed.8b00017},
	doi = {10.1021/acs.jchemed.8b00017},
	abstract = {This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.},
	number = {6},
	urldate = {2018-09-21},
	journal = {Journal of Chemical Education},
	author = {Yang, Shuxia and Mei, Bing and Yue, Xiaoyu},
	month = jun,
	year = {2018},
	pages = {1060--1062},
}
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