Utilizing Augmented Reality to Support Internal Model Representation in Organic Chemistry

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）。在化学的特定领域，特别是它的子领域有机化学，大量不同的可视化被用来说明分子几何形状或电子概率密度，例如。从认知的角度来看，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融入到学习过程中。特别是对于一个特定科学领域的新手来说，这是一种高认知需求，可能导致认知超载。根据Schnotz（2014）的文本和图像理解整合模型，支持学生将外部模型转化为内部心理模型，会对学生的学习过程产生积极影响，因为会减少认知负荷。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换为内部心智模型的可能性。增强现实使得在现实环境中添加虚拟的三维物体成为可能（例如Herber， 2012）。尽管AR已经在许多不同的领域用于可视化复杂的三维模型，并且开发了用于教育领域的第一个AR方法，但关于基于AR的学习环境的有效性的研究很少。针对这一研究缺口，本项目涉及基于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，本研究还将进行适度分析，以检验学生在使用上述材料学习时空间能力的条件效应。为了回答这个项目的指导性研究问题，我们将在前后设计中进行两个实验研究，将基于ar的学习材料与相对传统的呈现形式进行比较。

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.