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 - Learning that results from exploration tasks require the learners to build objects - Could include inferential - Involve the demonstration of tasks 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
Learning by Exploring 1. Draw a circle 2. Move around to get a different angle 3. Draw 2 lines extending out of the circle Stage 0 4. Position themselves opposite to Step 2 and repeat Step 3 5. Repeat Step 1
Learning by Building Stage 1 Stage 2 1. Given a 2D VSEPR 1. Given a 2D drawing of two stereoisomers. diagram 2. Looking at the 2D drawing → deduce 2. Looking at 2D drawing → if both of the molecules are exactly deduce the 3D shape of the same in shape and orientation. the molecule 3. Draw the molecules using the Google 3. Draw their diagram using Ar app to verify observations the Google AR app
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.’
What have we achieved? Visualisation tool for New pedagogical approach novices and learners - Clarifying the tacit to better understand knowledge of novices 3-dimensional shapes and learners
From a Learner’s perspective Memorisation Exploring Building
From a Teacher ’s perspective - Processing of information - Grasp of knowledge - Tacit intuition
Looking Forward … Application in other academic topics Collaboration with AR firms to develop targeted applications for curriculum design
Conclusion Addressing the tacit intuitions of novices and learners Alternative pedagogical approach to curriculum design
Thank you!
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