USING VIRTUAL EXPERIMENTS IN TEACHING THE TOPICOF "ACID-BASE-PH-OXIDE-SALT" IN GRADE 8 NATURAL SCIENCETO ENHANCE STUDENT LEARNING OUTCOMES
DOI:
https://doi.org/10.18173/2354-1075.2025-0020Keywords:
virtual experiments, AR technology, learning efficiency, students, natural scienceAbstract
In teaching Natural Science, virtual experiments have been recognized as a significant tool in stimulating student's interest and helping them develop observational skills, problem-solving abilities, and experimental competencies. Consequently, this enhances students' scientific capacity, learning efficiency, and critical thinking. This study uses the AR Chemistry Lab application to organize lessons around experiments on the topic of "Acid-Base-pH-Oxide-Salt" in Grade 8 Natural Science. The proposal was implemented with 218 students across Ly Tu Trong Secondary School, Ninh Binh Province, Vietnam. The experimental results revealed that students in the experimental group not only achieved higher academic performance but also showed increased engagement in learning activities involving AR-based experiments. This study affirms the potential of AR technology in improving the effectiveness of experimental teaching in Natural Science and offers recommendations for future research in this field.
Downloads
References
[1] Kipper G, (2013). What Is Augmented Reality? Augmented reality, Elsevier, 1-27. Doi: 10.1016/b978-1-59-749733-6.00001-2.
[2] Shumaker R & Lackey S, Eds., (2014). Virtual, augmented, and mixed reality. applications of virtual and augmented reality, vol. 8526, in “Lecture notes in computer science”, vol. 8526. Cham: Springer International Publishing. Doi: 10.1007/978-3-319-07464-1.
[3] Elmqaddem N, (2019). Augmented reality and virtual reality in education. Myth or Reality? International Journal of Emerging Technologies in Learning, 14(3), 234.
[4] Zhang K, (2022). The essential characteristics of scientific theory. Strategies in Accounting and Management, 3(2). DOI: 10.31031/SIAM.2022.03.000560.
[5] Vietnam Ministry of Education and Training, (2018). 32/TT-BGDDT. The General Education Programme, Hanoi, Vietnam.
[6] Guo F & et al., (2021). Promoting diversity, equity, and inclusion in Organic Chemistry education through undergraduate research experiences at WSSU. Education of Science (Basel), 11(8), 394. Doi: 10.3390/educsci11080394.
[7] Kirikkaya EB & Başgül MŞ, (2019). The effect of the use of augmented reality applications on the academic success and motivation of 7th-grade students. Journal of Baltic Science Education, 18(3), 362-378. Doi: 10.33225/jbse/19.18.362.
[8] Damopolii I, Febrianto Paiki F & Hendriek Nunaki J, (2022). The development of the comic book as a marker of augmented reality to raise students’ critical thinking. TEM Journal - Technology, Education, Management, Informatics, 11, 348-355. Doi: 10.18421/TEM111-44.
[9] Rossano V, Lanzilotti R, Cazzolla A & Roselli T, (2020). Augmented reality to support geometry learning. IEEE Access, 8, 107772-107780. Doi: 10.1109/ACCESS.2020.3000990.
[10] Vu TTH, Pham NS, Dang TTA & Nguyen VA, (2024). An investigation into whether applying augmented reality (AR) in teaching chemistry enhances chemical cognitive ability. International Journal of Learning, Teaching and Educational Research, 23 (4), 195-216. Doi: 10.26803/ijlter.23.4.11.
[11] Vu TTH, Pham NS, Vo VDE & Nguyen MD, (2023). Using 3D molecular structure simulation to develop chemistry competence for Vietnamese students. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2300. Doi: 10.29333/ejmste/13345.
[12] Rizman Herga N, Čagran B & Dinevski D, (2016). Virtual laboratory in the role of dynamic visualisation for better understanding of Chemistry in primary school. Eurasia Journal of Mathematics, Science and Technology Education, 12 (3), 593-608. Doi: 10.12973/eurasia.2016.1224a.
[13] Zhang J, (2021). Reform and innovation of artificial intelligence technology for information service in university physical education. Journal of Intelligent & Fuzzy Systems, 40(2), 3325-3335. Doi: 10.3233/JIFS-189372.
[14] TH Minh & HM Tuan, (2020). Application of augmented reality technology to improve students’ interest in learning organic chemistry content in grade 11 of high school. Ho Chi Minh City University of Education Journal of Science, 17(11), 1859-3100.
[15] Vygotsky LS, (1997). The collected works of L. S. Vygotsky, Vol. 4: The history of the development of higher mental functions.
[16] VTT Hoai & VT Trang, (2020). Using “Chemist by Thix” software to build virtual chemistry experiments to develop chemical experimental capacity for students. Vietnam Journal of Education, 470(1), 40-45 (in Vietnamese).
[17] Cohen J, (2013). Statistical power analysis for the behavioral sciences. Routledge. Doi: 10.4324/9780203771587.