Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education
Author:
Funder
ITIF-University of Toronto
Publisher
Springer Science and Business Media LLC
Subject
General Engineering,Education
Link
http://link.springer.com/content/pdf/10.1007/s10956-020-09880-2.pdf
Reference59 articles.
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2. Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342. https://doi.org/10.1016/j.chb.2015.12.054.
3. Ali, T. (2012). A case study of the common difficulties experienced by high school students in chemistry classroom in Gilgit-Baltistan (Pakistan). SAGE Open, 2(2), 2158244012447299. https://doi.org/10.1177/2158244012447299.
4. Ardac, D., & Akaygun, S. (2004). Effectiveness of multimedia-based instruction that emphasizes molecular representations on students’ understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317–337. https://doi.org/10.1002/tea.20005.
5. Azuma, R. T. (1997). A survey of augmented reality. Presence Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355.
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