Utilizing Augmented Reality to Support Internal Model Representation in Organic Chemistry

利用增强现实支持有机化学中的内部模型表示

• 批准号: 415026237
• 负责人: Professor Dr. Sebastian Habig
• 金额: --
• 依托单位: Organische Chemie - AG Supramolekulare Chemie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/415026237?language=en
• 关键词: Utilizing; Augmented; Reality; Support; Internal

Handling and interpreting visualizatons is crucial for understanding scientific topics and for developing conceptional knowledge in science domains (Coll & Lajium, 2011; Harrison & Treagust, 2000; Ramadas, 2009). In the particular field of chemistry and especially its sub-domain organic chemistry a large number of different visualizations are used to illustrate molecular geometries or electron probability densities, for example.From a cognitive perspective, learners have to process visual spatial information and integrate them into their learning process when confronted with instructional visualizations. Especially for novices in a particular scientific domain this is of high cognitive demand and may lead to cognitive overload. Based on Schnotz’ (2014) integrated model of text and picture comprehension, supporting students to translate an external model into an internal mental model should have positive effects on the learning process of students, because of reduced cognitive load. Traditional two-dimensional figures are limited in their potential to visualize three-dimensional information and hence may not be the best option to visualize complex three-dimensional structures.One possibility to support students in translating external models into internal mental models is provided by the augmented reality (AR) technology. AR makes it possible to add virtual, three-dimensional objects on real-word environments (e. g. Herber, 2012). Although AR is already used in many different areas to visualize complex three-dimensional models and first AR approaches for educational fields are developed, there is little research on the effectiveness of AR-based learning environments. Referring to this research gap, this project deals with AR-based learning materials for organic chemistry at the university level and their effects on students’ cognitive and affective learning outcomes. In addition, a moderation analysis will be conducted to test conditional effects of the students’ spatial ability when learning with the mentioned material.For answering the guiding research questions of this project, two experimental studies in a pre/post design will be conducted by comparing AR-based learning material with rather traditional forms of presentation.

处理和解释可视化对于理解科学主题和发展科学领域的概念知识至关重要（Coll & Lajium, 2011; Harrison & Treagust, 2000; Ramadas, 2009）。例如，在化学的特定领域，特别是其子领域有机化学中，大量不同的可视化被用来说明分子几何或电子概率密度。从认知角度来看，学习者在面对教学可视化时必须处理视觉空间信息并将其整合到他们的学习过程中。特别是对于特定科学领域的新手来说，这具有很高的认知需求，并且可能导致认知超载。基于Schnotz（2014）的文本和图片理解综合模型，支持学生将外部模型转化为内部心理模型应该会对学生的学习过程产生积极的影响，因为减少了认知负担。传统的二维图形在可视化三维信息方面的潜力有限，因此可能不是可视化复杂三维结构的最佳选择。增强现实（AR）技术提供了一种支持学生将外部模型转化为内部心理模型的可能性。 AR 使得在真实环境中添加虚拟的三维对象成为可能（例如 Herber，2012）。尽管 AR 已经在许多不同领域用于可视化复杂的三维模型，并且开发了第一个用于教育领域的 AR 方法，但对基于 AR 的学习环境的有效性的研究很少。针对这一研究空白，该项目研究基于 AR 的大学有机化学学习材料及其对学生认知和情感学习成果的影响。此外，还将进行调节分析，以测试学生在使用上述材料学习时空间能力的条件效应。为了回答该项目的指导性研究问题，将通过比较基于 AR 的学习材料与相当传统的呈现形式，在前/后设计中进行两项实验研究。