Use of augmented reality in chromatography learning: How is this dynamic visual artifact fostering the visualization capacities of chemistry undergraduate students?

Simple item page
dc.contributor.authorMerino, Cristian
dc.contributor.authorMarzabal, Ainoa
dc.contributor.authorQuiroz, Waldo
dc.contributor.authorPino, Sonia
dc.contributor.authorLopez-Cortes, Francisco
dc.contributor.authorCarrasco, Ximena
dc.contributor.authorMiller, Brant G.
dc.date.accessioned2024-01-10T14:23:24Z
dc.date.available2024-01-10T14:23:24Z
dc.date.issued2022
dc.description.abstractDeveloping chemistry students' capability to use representations to explain phenomena is a challenging task for educators. To overcome chemistry students' learning difficulties, strategies that favor the development of visualization capabilities have been identified as productive. We are particularly interested in exploring the use of augmented reality in chemistry education to foster the development of those capabilities in undergraduate students. Our research objective was to analyze the contribution of augmented reality to support undergraduate chemistry students' visualization capacities while explaining the physical-kinetic processes of chromatography. Using an exploratory case study approach, we designed and conducted four task teaching and learning sequences, with seven Augmented Reality markers embedded. Thirty-eight undergraduate students, who voluntarily agreed to participate, explained the different elution rates of pigments in a chromatographic column. Their written accounts were analyzed to identify the level of sophistication of their representations. After using Augmented Reality, students' representations progressed from simple macroscopic descriptions of observed phenomena to explanations of processes where scientific ideas and microscopic representations were used as supporting evidence. Our study shows that the use of Augmented Reality has the potential to favor a more sophisticated use of representations when undergraduate students explain chromatographic processes. However, there are still limitations in reaching the highest levels of performance described in the literature.
dc.fechaingreso.objetodigital2024-05-23
dc.fuente.origenWOS
dc.identifier.doi10.3389/feduc.2022.932713
dc.identifier.eissn2504-284X
dc.identifier.urihttps://doi.org/10.3389/feduc.2022.932713
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/80091
dc.identifier.wosidWOS:000883666900001
dc.information.autorucFacultad de Educación; Marzabal Blancafort, Ainoa; S/I; 237173
dc.language.isoen
dc.nota.accesocontenido completo
dc.publisherFRONTIERS MEDIA SA
dc.revistaFRONTIERS IN EDUCATION
dc.rightsacceso abierto
dc.subjectrepresentation
dc.subjectchemistry
dc.subjectteaching-learning sequence
dc.subjectchromatography
dc.subjectimmersive technologies
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleUse of augmented reality in chromatography learning: How is this dynamic visual artifact fostering the visualization capacities of chemistry undergraduate students?
dc.typeartículo
dc.volumen7
sipa.codpersvinculados237173
sipa.indexWOS
sipa.trazabilidadCarga SIPA;09-01-2024
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Frontiers in Education - 2022 - Use of augmented reality in chromatography learning.pdf
Size:
1.88 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Artículos de revistas