Visualizing the Invisible: Augmented Reality for Conceptualizing Molecular Geometries in Chemistry

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ID: 310386
2023
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Abstract
Understanding three-dimensional molecular geometries is a pivotal aspect of chemistry, often challenging students due to the abstract nature of these structures. This study investigated the potential of augmented reality (AR) technology to enhance the conceptualization of molecular geometries among higher secondary students. A quasi-experimental research methodology was employed, involving a pre-test and post-test design with an experimental group using AR-based molecular visualization tools and a control group using traditional methods. The study aimed to assess the impact of AR on students' spatial reasoning skills, comprehension of molecular shapes, and overall learning outcomes. Data analysis revealed that students who engaged with AR-assisted learning demonstrated significantly improved spatial understanding and better grasp of molecular geometries compared to the control group. The findings highlighted the effectiveness of AR technology in bridging the gap between abstract concepts and tangible visualizations, particularly in the context of complex chemical structures. The implications of these findings are significant for educators seeking innovative strategies to enhance chemistry instruction and promote deeper conceptual understanding among higher secondary students.
Reference Key
imported_1768931283_696fbfd34190b Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Vinod Kumar Kanvaria, Monika
Journal International Journal of Science and Social Science Research
Year 2023
DOI
10.5281/zenodo.13375627
URL
https://www.ijsssr.com/j/article/view/25
Keywords Keywords not found

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