Abstract
3D holograms are an effective tool for visualization, and their utilization in chemistry teaching can be beneficial in improving learning outcomes. However, studies on students’ opinions about holograms in chemistry teaching and learning are scarce. The research aimed to examine the views of chemistry students on the application of 3D holograms in organic chemistry learning at the university level. In this cross-sectional study, 55 first-year chemistry students at the University of Novi Sad (Serbia) participated. The sample consisted of students aged 18-20, of which 85.5% were female and 14.5% were male. An online questionnaire designed for this research was used to collect quantitative data. Data obtained after an eight-week application of 3D holograms in organic chemistry classes revealed that students have a positive opinion about the application of 3D holograms in organic chemistry classes. Therefore, the research results imply that teachers should apply 3D holograms in chemistry classes. Keywords: augmented reality, 3D holograms, chemistry education, students’ opinion