Participate and share: Poster 
In chemistry, learning theoretical concepts in concrete manners is a continuing challenge. Innovative technology such as augmented reality (AR) supports pathways for more concrete understandings of theoretical concepts. The purpose of this session is to showcase the utilized apps, created AR experiences, lessons learned, and student data on short and long-term retention and student preferences for using AR to learn chemistry. The AR apps and experiences are being implemented in the 2022-2023 academic year, beginning in October 2022 and concluding in May 2023. AR experiences are being used for HS chemistry concepts such as atomic structure, electron arrangement, bonding, and types of reactions. Current AR apps for these topics are limiting, so AR experiences are also being created. The utilized apps and created AR experiences will be showcased to participants. Student data such as current types of available technology, pre- and post-test data, long-term retention data, and perceptions of using AR are also being collected. Lessons learned in the utilization, creation, and implementation of AR for HS chemistry are being documented. The utilized apps and created AR experiences will be available in a hands-on manner with participant devices, and a few extra devices brought by the presenters. Lessons learned and student data will be showcased for participants to consider the inclusion of AR in their classrooms.
By the end of this session, the participants will be able to:
1. Engage with utilized AR chemistry apps and created AR experiences.
2. Consider the potential of AR for their classroom, framed within the presented lessons learned.
3. Reflect on the learning data and students’ perceptions of AR in the classroom for potential integration.
In this poster, we will showcase an overview of the project, the utilzed augmented reality (AR) apps, the created AR experiences, the lessons learners, and collected student data in a visual, informal manner. A digital and hardcopy takeaway will be available for participants to review beyond the allotted time. Using an informal manner, participants will be able to explore the visually presented content and engage the presenters with questions and more details. The timing of each component of this session will be up to the participants’ interests.
1. Overview of the Project - A brief overview of the project will be provided for participants in a visual or textual manner.
2. Utilized AR Apps - The apps utilized during the school year will be displayed visually with QR codes/short links for people to access and try on their own devices. A checklist of considerations will be showcased to support other educators in vetting and selecting AR apps for their classrooms.
3. Created AR experiences - The created AR experiences will be displayed visually with QR codes/short links for people to access and try on their own devices. A few devices will be available, provided by the presenters, for people to use if a specific type of device is needed (e.g., iOS).
4. Lessons Learned - Multiple lessons learned will be presented focusing on the selection of AR apps, the creation of AR experiences, and the challenges and successes of using AR in a high school BYOD classroom. Discussion around these lessons learned will be encouraged.
5. Student Data - Short-term, long-term retention and student preferences for using AR for chemistry learning will be displayed in a visual format (graphs, charts) for participants to review, ask questions, and reflect upon. Major and unexpected findings will be emphasized visually for discussion.
Cai, S., Wang, X., & Chiang, F-K. (2014). A case study of Augmented Reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31-40. http://dx.doi.org/10.1016/j.chb.2014.04.018
Chen, S-Y., & Liu, S-Y. (2020). Using augmented reality to experiment with elements in a chemistry course. Computers in Human Behavior, 111, Article 106418, 1-12. https://doi.org/10.1016/j.chb.2020.106418
Donally, J. (n.d.). ARVRinEDU Blog. https://www.arvrinedu.com/blog
Donally, J. (2018). Learning Transported: Augmented, Virtual and Mixed Reality for All Classrooms. ISTE.
Donally, J. (2021). The immersive classroom: Create customized learning experiences with AR/VR. ISTE.
Macariu, C., Iftene, A., & Gîfu, D. (2020). Learn chemistry with augmented reality. Procedia Computer Science, 176, 2133-2142. https://doi.org/10.1016/j.procs.2020.09.250
Tarng, W., Tseng, Y-C., & Ou, K-L. (2022). Application of augmented reality for learning material structures and chemical equilibrium in high school chemistry. Systems, 10(5), Article 141, 1-23. https://doi.org/10.3390/systems10050141
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