Monash University researchers have explored how augmented reality and virtual experiments can help chemistry students feel confident in class
AR and virtual tools can remove educational barriers for students and ensure experiments can be done safely, repeatedly and show experiments at a scale that help students better understand
A new study published in the Journal of Chemical Education investigates how using augmented reality (AR) tools can help chemistry students learn by doing experiments in a safe, virtual or semi-virtual way.
Chemistry involves invisible or tiny things (atoms, molecules, radioactive decay) and abstract ideas, which can sometimes make it hard for some students to grasp.
Traditional labs can be expensive, time-consuming, or involve hazards, especially when dealing with radioactive materials.
AR and virtual tools remove many of these barriers and ensure experiments can be done safely, repeatedly, and can show things happening at a scale or speed that help students understand.
Associate Professor Tuck Ng from the Department of Mechanical and Aerospace Engineering said the research supports a future where more students, regardless of background or experience level can achieve stronger outcomes in chemistry.
