Enhancing high school students' understanding of molecular geometry with augmented reality

Augmented reality (AR) has emerged as a promising technology for supporting chemistry education by providing interactive and engaging visualizations of abstract concepts. This study investigated the effectiveness of an AR-based learning module developed using the Blippar platform for teaching molecular geometry to high school students. A quasi-experimental design was employed, with 49 students assigned to either the AR intervention or traditional instruction. Pre- and post-tests, surveys, and interviews were conducted to assess students' conceptual understanding, spatial reasoning, perceptions, and experiences. The results showed that the AR group significantly outperformed the control group in terms of measures of content knowledge and spatial ability. Students reported high levels of satisfaction, engagement, and intention to use AR for learning chemistry. The design features and instructional strategies that facilitated effective learning with AR were identified, including scaffolding, multiple representations, and real-world applications. However, technical challenges and the need for integration with other pedagogical approaches were also noted. The findings contribute to the theoretical and empirical foundations of AR in chemistry education and provide practical implications for the design and implementation of AR-based learning experiences in this domain. Future research should investigate the long-term impacts, individual differences, and collaborative aspects of learning with AR in chemistry.