Augmented Reality as a Tool to Immerse Students in Chemistry Education

ABSTRACT Understanding molecular‐scale processes such as diffusion and Brownian motion requires students to grasp processes that occur on spatial and temporal scales far removed from everyday human experience. Instructional approaches often rely on static representations that obscure the stochastic and quantitative nature of these processes. Here, we investigated whether an immersive augmented reality (AR) environment could improve students' conceptual understanding and use of scientific terminology related to molecular motion. The lesson was developed as a socially mediated augmented reality (SoAR) experience in which teams of four participants collaboratively explored a shared simulation of molecules diffusing in solution. Participants manipulated system parameters such as temperature using gesture‐based controls while observing real‐time graphical representations of molecular motion and statistical relationships between temperature and molecular movement. Learning outcomes were assessed through written responses to prelesson and postlesson questions, which were categorized and scored to measure a participant's information content and use of expert language in their answers. Results revealed significant increases in both information context and use of expert language after engagement with the SoAR lesson. These gains were independent of participants' prior educational experience and were not influenced by social familiarity within working groups. These findings demonstrate the potential of immersive SoAR environments to support collaborative learning of complex molecular phenomena.