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In chemistry teaching, three-dimensional molecules are traditionally visualised and drawn in2D on paper or on a whiteboard/screen. However, the conceptual transition from 2D to 3D (i.e.spatial ability) is important for the understanding of chemistry. This is something with which many university students struggle, and they need to practice this through the visualisation of representations of atoms, molecules and reaction mechanisms. This paper reports on a study exploring how university students perceive the use of augmented reality (AR) technology inchemistry teaching. More specifically, the aim was to explore and understand what opportunities and challenges the students perceive when using AR technology for the purpose of enhancing their transition from a 2D representation of a molecule to a 3D structure visualisedusing AR glasses. The study was conducted during spring 2020. In this project, two groups of students of organic chemistry, in total 19 students, were given the opportunity to 'see' aholographic 3D structure of a molecule using AR glasses (e.g. Microsoft HoloLens 1). The empirical material is based on field test discussions, observation notes and 19 surveys that the students completed anonymously afterwards. The students described an immersive experience and the holographic 3D molecule was perceived as appearing like a very real object in the room. The student described the specific added value as being a support to visualising in 3D. They also stated that the amount of information on the 3D object was larger compared to a 2D representation. The challenges primarily concerned the rather narrow field of view of the AR glasses, and that training was required in order to use the device properly. lict |
