NIE08: Exploring the Affordances of

Augmented Reality in the Learning of Pre-

University Chemistry

Nicholas Woong Yifei Wang

Augmented

Reality

Six Learners Curriculum Framework

Learning by Exploring Learning by Building

- Learning that results from

exploration

- Could include inferential

tasks

- Learning that results from

tasks require the learners to

build objects

- Involve the demonstration of

mathematical understandings

problem with attempting to address

intuitions is that they are - by

definition -

TACIT

“Both this tacit nature and this heterogeneity work

against the explicit recognition of the role that such

intuitions play in the curriculum design of more

formalised learning environments; yet they are of

critical importance - at the very least in terms of

shaping the pre- and misconceptions that learners

have”Lim, 2009

Participants aged 15-18

Learners Novices

1. Draw a circle

2. Move around to get a different angle

3. Draw 2 lines extending out of the circle

4. Position themselves opposite to Step 2 and

repeat Step 3

5. Repeat Step 1

Stage 0

Learning by Exploring

1. Given a 2D VSEPR

diagram

2. Looking at 2D drawing →

deduce the 3D shape of

the molecule

3. Draw their diagram using

the Google AR app

1. Given a 2D drawing of two

stereoisomers.

2. Looking at the 2D drawing → deduce

if both of the molecules are exactly

the same in shape and orientation.

3. Draw the molecules using the Google

Ar app to verify observations

Stage 1 Stage 2

Learning by Building

A Demonstration of the App

‘It is very interactive and I believe it

would help me remember these

structures easier.’

‘The Augmented Reality application allowed

me to look at the molecules at different angles,

hence knowing their exact shape better.’

Mistake: Atom that is

pointing out of the plane

was drawn perpendicularly

to one of its adjacent

molecule

Mistake: Two hydrogen

atoms were drawn on

the same plane

Accurate drawings of Trigonal Bipyramidal and

Octahedral shape of Molecules

Accurate drawings of CHFClBr enantiomers

Independent learning encouraged me

to discover the shape by myself,

which is more fun and fulfilling than

just memorising the relevant

concepts.

‘The style of the lesson forces me

to be more intuitive, and I have to

seek the answer by myself, which

enforces my learning.’

Visualisation tool for

novices and learners

to better understand

3-dimensional shapes

New pedagogical approach

- Clarifying the tacit

knowledge of novices

and learners

What have we achieved?

Memorisation Exploring Building

From a Learner’s perspective

- Processing of information

- Grasp of knowledge

- Tacit intuition

From a Teacher’s perspective

Application in other academic topics

Collaboration with AR firms to develop

targeted applications for curriculum design

Looking Forward …

Addressing the tacit intuitions of novices

and learners

Alternative pedagogical approach to

curriculum design

Conclusion

Thank you!