Using Augmented Reality to introduce the Bohr atomic model in 3D in the classroom : a study about learning effects and perception of students

Probst, Christof; Lukas, Sarah;
Pädagogische Hochschule Thurgau
Huwer, Johannes

Augmented Reality (AR) refers to the possibility of projecting elements such as images, texts, animations, or 3D models into real environments using technical aids such as a smartphone or tablet [1]. Especially when learning abstract learning content, AR seems to be suitable to support the learners [2]. With a created learning environment, which allows us to visualize atoms in three dimensions according to the atomic model of Bohr, learners of the ninth grade should be supported to understand the atomic concept and especially the movement of electrons. The aim is to counteract misconceptions that are often created by the two-dimensional representation on the blackboard or in the textbook. Here we show that teaching supported by AR leads to better results in the areas of motivation, school self-efficacy expectations, and cognitive performance of the students. We pay special attention to cognition, which was re-examined after eight weeks to show long-term effects. Learning performance, especially in connection with models in chemistry classes, is of special importance. For this reason, we want to show that teaching with AR is better able to achieve sustainable results in the field of cognition using the Bohr atomic model.


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