Although some participants expressed that they experienced some struggles with specific objects (e.g., floating objects or difficulty seeing through the buret), they were not indicated as major issues, which is also supported by the SUS score. Figure 3Ī common view among interviewees was that interacting with the virtual objects through the buttons on the screen was easy and intuitive ( Figure 1, panel 7). Therefore, only the results from users who completed the questionnaires are reported here. Unfortunately, six users had difficulties downloading the application because the device either did not support the AR capabilities required (i.e., the phone lacked a gyroscope) or did not have enough memory available for the app to be downloaded. The overview of the study can be found in Figure 3. In total, nine participants completed an SUS questionnaire, an invariant pre-/post-test through a web-based survey tool (Qualtrics), and four users participated in an optional feedback session. The application was made available as a beta version in the Google Play Store ( Supporting Information). The goal of the test was to explore the usability of the application and the learning outcomes and receive feedback regarding the user experience. Before starting the study, ethical clearance was granted from the ethical committee in KU Leuven G-2021-3236-R2(MAR). Fifteen participants were recruited from five different high schools and two universities in Belgium. Therefore, future development will concentrate on improving upon these shortcomings, adding additional levels to target a larger audience, and evaluating the improvements’ effects with more participants.Īll of the data collection and interaction with participants were performed online. Nevertheless, the usability and learners’ experience can be improved by tackling technical problems, providing more explicit instructions for subtasks, and modifying certain features. In addition, they valued the design elements (e.g., logbook and multiple-choice questions), and the system has “good” usability (SUS score 72.8, SD = 14.0). ![]() The findings reflect that the MAR Lab app was well-received by the users. To test the application, 15 participants were recruited from five different high schools and two universities in Belgium. Additionally, it presents the extension of the TrainAR framework for chemical education through the implementation of specific domain features, i.e., logbook, graph, and practical oriented hints. This technology report describes the design, development, and first testing of a mobile augmented reality application that enables a hands-on learning experience of a titration experiment. Therefore, it is advantageous to diversify the tools that students could use to train practical skills. However, access to laboratories might not always be available to students. Retrieved September 18, 2017.Traditionally, laboratory practice aims to establish schemas learned by students in theoretical courses through concrete experiences.
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