Chemistry Taught With Augmented Reality And Learning Outcomes: A Review

Nurin Fitriana(1*), Sri Rahayu(2), Indah Nur Agustina(3)


(1) Wisnuwardhana University
(2) State Of Malang University
(3) State University of Malang
(*) Corresponding Author

Abstract


The aim of this research is to determine the impact of using augmented reality in the learning process and what materials often use AR at various levels of education and to determine the effectiveness of AR in achieving learning outcomes and increasing understanding of chemical concepts. The research method is a systematic literature review of various empirical studies and related literature. Using the SCOPUS database, mapping was carried out using PRISMA charting technology to obtain 40 articles indexed by Scopus. The research results show that AR is not only used to study chemistry topics in primary and secondary education, but also to study advanced topics such as reaction mechanisms and spectral analysis in higher education. The main reason for using AR in chemistry learning is its ability to provide three-dimensional visualization and interactivity to help students understand complex and abstract concepts. AR creates immersive and engaging learning experiences, increases student motivation and engagement, and enables safe and accessible virtual experiments. Empirical evidence shows that the use of AR improves information retention, conceptual understanding, and practical skills, significantly improving students' learning outcomes and conceptual understanding. AR technology has proven effective in achieving better learning outcomes and deepening students' understanding of chemistry concepts, making it an innovative and valuable tool in chemistry education.


Keywords


Augmented Reality; Learning; Chemistry

References


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