Enhancing Students’ Interest in Learning Through Augmented Reality: A Case Study of Using Delightex in Chemical Bonding Teaching
Abstract
Augmented Reality (AR) is increasingly recognized as a powerful tool in education, particularly due to its ability to enhance student engagement and support the visualization of abstract scientific concepts. In the context of chemistry education, AR can provide interactive 3D models that help learners better understand topics that are traditionally considered challenging. This study aims to examine the impact of AR-based instruction using the Delightex platform on students’ learning interest in the Chemical Bonding unit of a high school chemistry course. A total of 120 tenth-grade students in Ho Chi Minh City, Vietnam, participated in the study. They were divided into an experimental group (n = 60), which received AR-enhanced lessons, and a control group (n = 60), which followed traditional teaching methods. Learning interest was assessed through pre- and post-intervention surveys and tests. The results indicate that students in the experimental group exhibited significantly higher levels of learning interest compared to those in the control group (p < 0.05). Despite these positive outcomes, the study acknowledges certain limitations related to technological constraints, teacher readiness, and the time required to design AR resources. Future research should explore strategies to improve AR content quality, examine long-term learning effects, and explore effective strategies for integrating AR with pedagogical practices in chemistry classrooms.
Keywords
Augmented reality, learning interest, CoSpaces Edu
Project Number
This study was supported by Vietnam National Foundation for Science and Technology Development (NAFOSTED) under Grant Number: 503.01-2023.13.
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