Augmented Reality in Science Classroom: Perceived

Effects in Education, Visualization and Information

Processing
Rholeo O. Virata Johan Daryll L. Castro
St. Scholastica’s College, Manila St. Scholastica’s College, Manila
2560 Leon Guinto st., Malate, 2560 Leon Guinto st., Malate,
Manila, Philippines Manila, Philippines
(+63) 2 567 7686 loc. 8291 (+63) 2 567 7686 loc. 3370
[Link]@[Link] johandaryllcastro@[Link]

ABSTRACT new and innovative ways of teaching science in the classroom. In

Technology in education has evolved over the decades and has science education, researchers have already established that
provided more opportunities for technologies such as Augmented technology could be an effective aid to transform the way students
Reality to find its way into the pedagogy of teachers in science. In learn as students who make use of computer simulations in
this paper, an AR app was used in facilitating a lesson on learning science perform significantly better than those who do
chemical bonding and simple compounds. The effects of such not use computer simulations [1]. Real world hands-on
innovation were studied using observation and various data experiments have been used by science teachers as part of science
gathering methods in an action research design. Results show that pedagogy since the 18th century, but innovations such as
AR is a tool that enhances visualization of concepts through computer applications and computer-aided instructions have been
elements of virtual and real images, allows students to map changing the classrooms all over the world.
physical characteristics easily and aids them in developing mental Augmented reality is a technology that superimposes a computer-
images for further discourse. Results also show that AR does not generated image on a user's view of the real world, thus providing
only improve motivation but triggers more student-student a composite view [2]. This is made possible in the classroom by
interaction and teacher-student interaction as well. Students the use of tablets or smartphones, and some augmented reality
learning attitudes towards chemistry improved in terms of their apps for education. However, not much literature have been
appreciation of the subject, their perception of its relation to real published about the use of augmented reality in the instruction of
life and of their meaning-making processes. The teacher indicated chemistry. It is different, in principle and ontology, from a normal
that AR apps can innovate the classroom and can provide computer simulation of a chemistry laboratory.
opportunities for implementation as they are easy to use. However,
findings also show that teachers may have a hard time looking for This action research intends to establish the effect of utilizing
free resources of apps that will meet their needs, and that there is augmented reality technology in education in the beliefs of high
challenge in ensuring that misconceptions are avoided from AR school students about chemistry and learning chemistry. This
apps’ oversimplification of visualization. This study also presents action research will survey and measure the effects of students'
some action plans for further use of AR apps in teaching science. beliefs on learning chemistry for the science teachers to
understand how certain educational practices such as the use of
CCS Concepts augmented reality technology influence the students’ beliefs in
• Applied computing ~ Interactive learning environments order to guide chemistry instruction.

Keywords This action research intends to answer the following questions:

Augmented reality; science education; chemistry education; k12 1) What are the effects of using augmented reality in the
science; 21st century e-learning students’ engagement in science classes?
1. INTRODUCTION 2) How does augmented reality learning tasks boost students’
Technology has progressed over the past decades to give way to beliefs and learning attitudes in science?

Permission to make digital or hard copies of all or part of this work for
3) What are some perceived teaching improvements and
personal or classroom use is granted without fee provided that copies are challenges in implementing an augmented reality based
not made or distributed for profit or commercial advantage and that instruction?
copies bear this notice and the full citation on the first page. Copyrights
for components of this work owned by others than ACM must be 4) What are the key elements of the AR app that affect
honored. Abstracting with credit is permitted. To copy otherwise, or visualization and learning?
republish, to post on servers or to redistribute to lists, requires prior
5) What themes should be considered when implementing an
specific permission and/or a fee. Request permissions from
Permissions@[Link]. augmented reality enhanced classroom environment?
IC4E 2019, January 10–13, 2019, Tokyo, Japan
© 2019 Association for Computing Machinery. 2. BACKGROUND OF THE PROBLEM
ACM ISBN 978-1-4503-6602-1/19/01…$15.00 K-12 and Curricular Demands. The Philippines basic education
DOI: [Link] system has undergone an overhauling since 2012, upon the

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implementation of the K-12 Curriculum. Aside from requiring the The coining of the term ‘Augmented Reality’ is credited to
basic education system to have a total of 12-years from Boeing researcher Tom Caudell whose initial research back in the
Elementary to Senior High School with at least one year in year 1990 lead to the development of a system that utilized both
Kindergarten (pre-school), it also inspired a change in the virtual reality and AR that allowed the overlaying of simple wire
curricular demands for Science as a subject area. Schools have structures onto a three dimensional space [6]. The original AR
been challenged even more to produce more innovation, put more device was a large head mounted display that allowed only the
premium on technology-based instruction to be the “necessary user to visualize his work space and computer generated
response” to the demands of globalizing the quality of education structures. Since its conception, augmented reality has been used
in the country. for numerous purposes most prominently in construction, training
simulations, and of course education. The limiting factor for the
The Department of Education dictates (1) a spiral approach to booming of AR in its early years that kept it away from public use
teaching science in the secondary level and (2) a reduction of or interest was the specificity of equipment to achieve it. Now,
teacher-student’s contact time in Science from the former 5-hours more than twenty years later, AR has made its way into the
a week to only 4-hours per week. These implementations
convenience of smartphones and other handheld devices.
challenge all educational institutions, making a problem of the
teachers in integrating more activity a shorter period of time. Currently, there are three ways in which augmented reality
applications work to gather information on a location superimpose
Therefore, because of the changes made in the curriculum, there is images that follow the landscape. The first and most reliable
a demand for the teachers to innovate and research, to come up option to render 3D images into space is through the use of SLAM
with ways on how to implement the changes in curriculum, or Simultaneous Localization Mapping. Simply put, SLAM AR
without sacrificing the quality and content of education that have scans and maps out the geometry of the environment to effectively
been previously established. and convincingly overlay virtual elements onto the observable
An example: as educators of the 21st century, it is one of the topography. Secondly, augmented reality applications may also be
challenges for the teachers to integrate in classroom with the Location Based. This type of augmented reality relies heavily on
advancement of the technology. The use of technology in the GPS information accompanied by the digital compass of the
classroom opens up a whole new world of possibilities for the device, gyroscope, and the accelerometer as well. This allows
improvement of instruction [3]. Hopefully these changes in the Location Based AR maps to identify where the device is on earth
curriculum can allow the teachers to explore new methods of and superimpose images or text boxes onto notable locations. This
teaching that were once unavailable. This is also part of the new type of augmented reality is greatly utilized for digital maps.
learning goals from K to 12 Curriculum based on the Department Lastly, AR applications may also be Recognition Based.
of Education [4]; to produce more intellectually equipped students Recognition Based AR apps, uses the camera to identify visual
in using Information and Communication Technology (ICT). markers such as QR codes or Natural Free Tracking markers
(NFT). This type of AR possesses multiple merits in education as
Technological advances have a great impact almost every aspect it pegs the image upon the marker allowing it to remain steady as
of modern culture and education is no different. As new long as the camera of the device is able to read it properly. This
technologies evolve, they are embraced as one of educational allows the user to observe the corresponding 3D rendered image
improvement to address and answer the need of more time in in various angles.
teaching a particular subject [3]. One of the approach that
promotes the use of technology in education is the Flipped These days, newly developed technologies such as AR are still
Classroom. trying to find a home inside the classroom. The field of science,
particularly chemistry has garnered great interest in the utilization
Augmented Reality (AR) in Education. Larry Cuban, a of AR for classroom instruction. The act of teaching chemistry
Professor Emeritus of Education in Stanford University notes in benefits greatly from learning and instructions through AR as it
his book Teachers and Machines (1986) [5] that what can be allows for students to visualize the abstract and complex concepts
regarded as the first iteration of technology aided classroom of the said science, a feat that also requires great imaginative
instruction came about during the 1950’s through the use of the abilities of students; something that high school students are
humble radio in providing automated learning instructions to known to lack [7].
American students. Since then, technology aided instruction has
continued to evolve alongside education spanning from the Students’ beliefs and learning attitudes in science. Previous
television, computers, to handheld gadgets and their education studies have shown that students in the elementary level are
based apps. With the development of technology came an interest interested in, and highly engaged with the science in their school.
to merge the digital world with the physical world in a manner Yet, studies have also shown that around half of these students
that allows users to interact freely or even create virtual defer learning science because they find science as a difficult
representations of objects that could normally not be achieved. subject [8]. It is important to note that previous work also suggest
that there is strong correlation between students finding a subject
The technology that allows for the superimposition or overlaying boring and their perceptions of it as difficult [9].
of computer-generated virtual imagery onto the physical real-
world environment is known as augmented reality (AR) [6]. This Locally, students are reported to have high levels of positive
varies slightly from virtual reality (VR) as virtual reality aims to affect and perception of their science subjects, with a trend that
instead immerse the user into a completely digital world rather suggests that the said positive affect increase with grade level [10].
than melding the virtual and physical worlds together. About more than 90% of the students indicated positive science-
Additionally, it must be noted that AR utilizes cameras to related interests and experiences [11].
effectively map the physical dimensions of an area while VR
devices are more often comprised of goggles or head mounts to
for the user to be metaphorically transported to a virtual world.

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3. METHODOLOGY the successful implementation of the robotics program in 2016,
added computer laboratories in the same year, and more recently
3.1 Research Design the procurement of 90 tablets for student use for the
This study will utilize an action research design, Plan-Do-Study- implementation of the collaborative learning environment. Each
Act or PDSA. In this case, the researchers develop a plan to classroom is equipped with a wireless server to cater to the
improve instruction or to innovate the teaching process (Plan), collaborative learning environment in which students log into.
carry out the innovation or the proposed improvement (Do), The tablets also serve as the avenue for students to access teacher
observe and learn the specific effects of the treatment (Study), and approved learning applications, specifically augmented reality
determine what modifications should be made to the treatment for application. These technological platforms serve the vision of the
better implementation (Act). institution to provide a better 21st century learning experience and
environment to its students.

3.4 Data Gathering

The researchers will gather data pertinent to students’ beliefs and
learning attitudes in science. The table below shows the data
gathering and analysis matrix.
Table 1. Data gathering and analysis matrix for the action
research
DATA SOURCES
RESEARCH and
VARIABLES
QUESTIONS GATHERING
PROCEDURE
1. What are the effects of Teacher
Figure 1. Plan, do, study, act - action research paradigm for using augmented Students’ observations with
implementation. reality in the students’ interactive field notes:
engagement in science engagement Descriptive and
The PDSA is a cyclical approach to a practice of improving classes? reflective sections
clinical measures, which has been adapted in the context of 2. How does AR
academic action research. This will include a qualitative approach learning tasks boost Students’ learning
Students’ focus
to answer the research questions, through teacher reflections, students’ beliefs and attitudes in
group discussions
student-journal entries and student interviews. learning attitudes in science
science?
3.2 Participants 3. What are some Teacher lesson
perceived teaching Perceived plans with detailed
For this action research, the high school students from an side-note
improvements and teaching
exclusive school for girls in Manila are purposively chosen as reflections
challenges in improvements and
participants. Despite the purposive sampling, maximum variation implementing an AR challenges Teacher journal
will be ensured in the data collection by purposely seeking based instruction? reflections
variation or diversity in the participants to allow for a greater 4. What are the key
range of application of the findings. The participants are aged 13- elements of the AR Key elements on
14, and are taught Science in the spiral approach as mandated by app that affect visualization and All prior data
the Depart of Education (DepEd). visualization and learning
learning?
All student participants will be informed about the ongoing study Teacher field notes
and the questions that will encounter. They will be informed as 5. What themes should Students’ focus
well that they have the freedom to say anything they would be considered when Action plan for group discussions
relevant to the identified topic, yet they will not be quoted and/or implementing an AR future Teacher lesson
their identities will remain concealed from anyone else aside from enhanced classroom implementations plans with detailed
the researcher throughout the research process and paper. They environment? side-note
will be allowed to withdraw from the interview at any moment reflections
they find themselves in an uncomfortable situation.
The implementing teacher is also a participant in study. The In this project, one of the researchers is the implementing teacher
implementing teacher has been teaching science almost 4 years. for the study. The implementing teacher will be the one to conduct
The teacher has access to free education-based AR apps for all classroom activities, implement a teaching innovation which
android devices and has gained ample knowledge in their includes the preparation of all lesson plans and related curriculum
pedagogical use. He has also been trained in the effective plan. The students being handled by the teacher are also involved
classroom utilization of such apps through seminars attended in in the teaching-learning process, hence, the research.
the past couple of years.
In order to ensure the credibility of the qualitative data, certain
3.3 Setting measures will be taken. First, in the process of triangulation, the
The selected participants are from an exclusive school for girls in two researchers will serve as multiple investigators. The students
Manila which implements an outcomes-based curriculum for and the implementing teacher are the sources of data to confirm
teaching Science in the junior high school level. Over the past emerging findings. Member checking was conducted by taking
years, the said school has been making efforts to incorporate more current data and tentative interpretations back to the implementing
uses of technology in its curriculum. Notable advances made are teacher (from whom teacher-reflections will be derived) and by

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asking if they were plausible. Lastly, maximum variation will be The use of AR app by the teacher provided an easier way for
ensured in the data collection by purposely seeking variation or giving of immediate feedback from the teacher to the student.
diversity in the sample of students’ selection to allow for a greater
range of application of the findings. 4.2 Students’ Learning Attitudes in Science
Five students were chosen for a focus group discussion to further
4. RESULTS AND DISCUSSION probe into their reactions and perceptions on augmented reality as
4.1 Student Engagement used to discuss the topic of chemical bonding.
4.1.1 Motivation 4.2.1 Appreciation of Chemistry
Teacher observation results show an apparent manifestation of Majority of the respondents perceived the utilization of
motivation among the students. As the teacher implemented augmented reality as a great alternative to teacher-centered
lesson, students are observed to be engaged upon interaction with learning. This generally positive review was attributed by the
new technology. Similar with the findings of Chen [12], students group to the fact that the generation of students in which they fall
spent time messing about the new technology. This included under generally relies on visual aids in their learning as they claim
familiarizing with the interface, trying out new combinations of that it helps them in absorbing and retaining information much
the cards, testing patterns, seeing results (or lack thereof) and better. The ability to visualize the structure of the atoms, the
exploring the app. Other productive explorations were also number of its valence electrons, and the actual process of their
observed, such as trying out different camera techniques, bonding in a three dimensional representation was very much
background and foreground alignment and blocking of card appreciated by the group. Furthermore, the focus group
patterns. Students were apparently figuring out how the app works, unanimously agreed that though the application itself does not
and to what extent of manipulation it will stop working. directly show equations in chemistry such as balancing of
Observations also show excitement among the students, a great chemicals, it is able to simplify this topic by showing how
intention to learn to become part of the class discussion. Students electrons are gained or lost through chemical bonding.
participated during the discussion, having a much better set of On the other hand, one of the five respondents did note that the
explanations to teacher-made questions. Student motivation is also imagery portrayed in the augmented reality application did not
apparent as they have been observed to raise more questions than necessarily offer anything new or novel. In the words of the
usual. This is similar again to the findings of Chen et. al [12], who respondent – “It just has the same effect of showing visuals
also articulates that students tend to communicate findings, talk to through videos or pictures.” Further criticisms about the
others, present ideas, and seek feedback as they go along. application referred to its animations as basic.
4.1.2 Student-student interaction 4.2.2 Relevance to real life
Students exhibited more interaction among themselves for various When a relatively new technology is introduced into the
reasons. Some students sought guidance from each other on how classroom, a teacher must slowly establish its integration in a way
to utilize the tablets and the cards, the use of the cards and their that all effects, actual and perceived, are considered. Teacher-
proper facing, along with the orientation of the camera. The use of researchers must consider how the augmented reality may alter
augmented reality app fostered a chance for peer teaching and students’ qualitative perceptions and relationship with reality [15].
guidance. Students also started seeking assistance from each other The group notes that overall, the utilization of augmented reality
in the presence of glitch or technical problems. In other words, for chemistry does make complex ideas about the behavior of
students may tend to seek help from peers when troubleshooting atoms easier to visualize. The group also agrees that being able to
the app or the device. This is an outward showcasing of the understand these concepts through the visual aid of augmented
students’ developing abstract reasoning, which is progressive in reality holds weight in the real world as these compounds – and
simulation-based learning environments [13]. With regards further chemistry itself–is part of our daily lives.
troubleshooting problems, more questions were directed to the
teacher. The superimposition of simulated images and graphics in real life
did paint an impression that atoms and molecules of compounds
4.1.3 Teacher-student interaction have shapes and behave in certain physical ways, however, the
Observation reports also show that students have interacted more students already had a pre-conception that the images are not
with the teacher. As mentioned previously, students had a scaled properly.
tendency to raise more questions than usual, hence, requiring
more opportunity for the teacher to interact with them. Students Students did note on one hand, that the use of AR makes learning
show strong interest to seek answers to questions relating to the abstract matters more visible and easier to imagine in real life.
usability, interface and meaning of the augmented reality One student mentioned:
visualization. It can be surmised that more teacher supervision is I realized how we are always surrounded by elements and we are
necessary during the lesson, for students may take time to develop constantly coming into contact with them (through the elements
familiarity with such new technology. However, students’ that compose our body), hence, Chemistry occurs. Like H2O and
questions eventually changed from interface-related to more other compounds, and how our body depends on it.
meaning-making attempts. Previous work suggest that simulations Some students reported that technologies such as augmented
of abstract scientific phenomena can help students develop more reality may also better inspire them to pursue a career in science.
acceptable predictions and explanations in phenomena and
experiments [14]. Our findings suggest that students may tend to 4.2.3 Meaning-making
ask more questions on the attempt to understand the lesson, as The group further emphasizes and reiterates their perception that
with better visualization. Students also directed questions they belong to a generation of visual learners. Furthermore, they
regarding the troubleshooting with the teacher. point out the fact that chemistry is a science reliant on the
understanding of concepts and their application on situations

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rather than memorization. This furthers the need for visual makes it easier to understand that atoms and molecules indeed
representations of topics that cannot be readily observed, i.e. exists.
interaction of atoms and formation of simple compounds. The
group notes that by bringing microscopic concepts into a Students reported that the initial “amazement” come from seeing
macroscopic plane of view, augmented reality has effectively the real scene with a superimposed image. They have mentioned
translated what would have been a completely lecture type that their prior experience with AR is when they played a GPS-
discussion into a hands-on learning activity. based AR game app. Other than that, they have never tried it for
educational purposes.
Students also reported that what’s captivating about the
technology is that it helped them understand better that abstract
ideas such as atomic binding and molecular formations are things
that happen in reality. The AR app may have oversimplified
things, but it is much easier to appreciate and learn when they see
the real-world as the background. Findings from the interviews
suggest that they have always thought atoms were just “theories”,
and they appreciate more now that they are real. Although, much
work still needs to be done as to how their mental models are
Figure 2. (left) Nitrogen flash card with embedded “markers” affected by such computer-based visualization that integrates real-
(right) AR image of the flash card world components. Similar work suggest that in order to facilitate
learning better with AR apps, the physicality of space should be
4.3 Visualization and Learning considered, such as the capability of the real space and its
Findings from this work suggest that AR has served as a platform characteristics that may facilitate better concept formation when
for better visualization of abstract ideas and as an aid for students’ superimposing AR images [15]. Hence, a laboratory table may be
information processing. The Figure below shows a screen image a better venue for projecting these AR images on QR cards rather
of the augmented reality app in a mobile device. than a normal classroom chairs and tables.
In this area, we point out the elements of the AR app for learning 4.3.3 Mapping of physical characteristics
Chemistry, that both teacher and student participants summarized The type of AR utilized in this study mainly falls under the
as key to improving visualization and information processing. category of recognition based augmenter reality or the marker
Data from classroom observation and documentation were also based augmented reality. This is due to the utilization of QR codes
synthesized. for the application to determine where and in what orientation
should the three dimensional rendered image should appear in real
4.3.1 Enhancement of visual information space. Some respondents noted this feature of the learning
This work explains how augmented reality effectively “enhance” application as a highlight because it gave the user the freedom to
visualization of real-time images, by superimposing a virtual physically manipulate the orientation of the image by turning,
image. This “enhancement” enables the students to better tilting, or picking up its respective QR tracker. This feature allows
visualize the virtual images and allows them to even interact with learners to view the model in various angles. Though this
these images. experience may not be as novel as the plastic 3-dimensional
In contrast to 2D printed images of atoms and molecules in the models, it takes away inconvenience of dealing with some
textbook, AR images are 3-dimensional, allowing the students to physical factors of the model such as weight, storage, breakability,
create and develop a mental image of atoms and molecules as they and others.
are seen from the AR app. 3D images enhance the process by Additionally, the respondents noted that the presence of a physical
which students are involved in their learning process. They get to tracker gave more control to the augmented reality experience as
experience the chemical bonds and witness them taking place, they also had the ability to quickly reset the rendered images by
rather than just read them in books. Students have reported how simply turning the trackers on their backs and flipping them to the
AR has helped them visualize subject matters more clearly, and front again. The ability to control the virtual images through
how atomic bonding has made much clearer sense to them. manipulation of real-world physical elements proves as an
Gutiérrez and Fernández [16] report that AR is utilized in higher important asset in the introduction of augmented reality learning
education to improve spatial skills, which are particularly tools. Similarly, in the work of Chandrasekera [17], it was
necessary in the fields of engineering and math. They also report mentioned that AR does serve as more of an assistive technology
that the ease of visualization further leads to students taking more to better understand the physical world.
control over their learning process.
4.3.4 Intuitive user interface
4.3.2 Real-world component Alongside the appearance of 3D virtual models through the use of
AR is particularly different from virtual reality because of its a QR code, certain animations and were also made accessible and
characteristic of blending elements from reality and virtual. were programmed within them. In the AR app in this study, the 3-
Respondents have pointed out how the technology has been useful dimensional images can be programmed to merge into one larger
in helping them piece information together. Some respondents image by placing the appropriate QR trackers near each other.
were asked to compare their experience with other technology This involved allowing the students to experiment and explore on
tools for learning such as computer simulations, and they reported the different possible combinations of QR trackers in forming
that the best part of any technology in general is when they can different simple chemical compounds. Aside from that, the AR
easily spot its relevance in the real-world. Thus, having the real app in this study also depicted the chemical binding of different
world as the background to learning about the abstract concepts atoms of elements (Figure 3).

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The student respondent generally noted that this design was dimensions are traditionally taught through the use of the
particularly helpful for them, as it allowed them to figure out on dashed/bold lines technique to represent atoms being farther back
their own which combination of atoms and elements worked and or farther forward than the two dimensional space of the paper.
formed bonds, and which ones did not. Similar studies also Other alternatives include 3D models which are either expensive
pointed out that user preference generally affect the utilization of or hard to manipulate and also take up much space. Augmented
any VR or AR technology and its design process [17]. This gives reality solves these problems by being cost friendly, easy to store,
such high importance on what students think and have to say and simply representing the structures in a three dimensional
about the AR app. space. The mere option to view the structures from all angles is
good enough an innovation but it also includes the added bonus of
Respondents noted that one of the main takeaways in the being able to bond the different atoms together.
utilization of this technology is that it essentially melds together
human interaction with AR simulations, providing a more hands- 4.4.2 Easy mastery for both teachers and students
on approach to learning of the topic of chemical bonding in The teacher reports that regardless of how new this technology
contrast to its traditional textbook-based learning. Similar studies was, he saw that the actual utilization of the AR app was quite
show that tangible interaction facilitates learning better, allowing easy and could be mastered within a very short amount of time
the students more freedom to construct their own knowledge [17]. and orientation. This was also evident in how the students quickly
grasped how to manipulate and explore the application with only a
handful of instructions. The teachers believes that this is in part
due to the fact that this particular application was made to be
handled specifically by teachers and students alike. Thus, the
interface provided is greatly simplified for easy maneuverability
within the menus. Simply put, augmented reality apps such as the
one utilized for the lesson is made to be user friendly and in fact
handles more like a video game rather than a learning tool.
4.4.3 Challenge in designing in-depth lessons
Augmented reality is not without its difficulties to effectively
utilize in the classroom setting. The teacher identified that
although the app was designed for educational purposes, it does
take time to design a lesson that fits perfectly to the purpose that
AR can serve. In light of this, the teacher took time and effort to
design, and direct the lesson flow to seamlessly introduce the use
of the application to the students in a manner that was organic and
did not feel as a gimmick. Though the teacher felt successful in
this, it took him effort to find a proper transition to the use of the
tablets straight after a teacher-centered lecture. Aside from that,
designing lessons integrating AR may be challenging for teachers
Figure 3. Formation of molecules of a simple compound as who have less familiarity with technologies like computer
shown in AR app simulations and other applications.

4.4 Perceived Teaching Improvements and In one aspect of the discussion, the teacher did encounter a
limitation in what the AR app he was using could provide.
Challenges Though the teacher was able to mention double bonding during
The teacher’s insights were gathered and summarized from the the discussion, he apparently could not dwell deep into it as the
data, and was analyzed using descriptive coding and thematic AR application did not show the number of bonds in each
analysis. Several themes are identified and discussed. compound but rather just how the atoms appear when bonded
4.4.1 Innovating classroom technology together. In the absence of a teacher’s guidance, this
oversimplified visualization may instead cause an alternative
The utilization of augmented reality in visualizing examples of
common chemical compounds posed many merits as well as conception among students that atoms just stick to each like balls
in the chemical bonding process. After all, misconceptions or
disadvantages during the lesson. The presence of this kind of
alternative conceptions in science can also come from inaccurate
technology is just as novel for the teacher as it is for the students
visualizations [18].
providing a great deal of “wow factor” that easily garners the
attention of the students. Aside from this, the teacher himself 4.4.4 Lack of available free resources
indicated that AR in itself is a very visually pleasing and The teacher also mentioned that the app that was used for the
impressive technology that simply brings about a feeling of the lesson possessed some innate limitations such as the number of
new 21st century learning experiences. compounds that could be formed from all the different trackers.
Technologies such as augmented reality and computer simulations As such, he was also in turn limited to these examples and could
do bring about a sense of technological breakthrough among not introduce even more common compounds to the students. This
students. The teacher pronounces that AR does provide an issue would be easily remedied by just searching for and using
alternative to the two dimensional representations of objects another similar AR app with more options for chemical
meant to be observed in three dimensions. In teaching the combinations. This however was not possible, as there is a sheer
formation of common chemical compounds specifically, it is limited number of educational augmented reality apps that are
important to observe how each atom of an element bonds with available for download. Majority of AR applications in the market
other atoms in specific angles. Trying to visualize angles in three simply gravitate more into entertainment rather than educational

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practices. This makes the selection pool for teachers very small as Although the AR app used in this work was deemed “basic” by
of the moment. the students, they mentioned that there is an opportunity for the
teacher to seek other AR apps that are more complex and more
Additionally, the apps that are available are in relatively mediocre realistic. After, augmentations to reality can be made as close to
quality still. Some also no longer offer updates regularly. reality as possible.
Theoretically, one can solve this problem by directly contacting
the developers and informing them of the needed updates to their 4.5.4 Attention to inaccuracies
application. The inactivity of their download pages would As mentioned previously, teachers should be familiar with the
however suggest that this would yield no fruit. inaccuracies that a chosen AR app can show to the students.
Inaccuracies may prove detrimental to concept development,
4.5 Action Plan for Further Implementation hence, teachers should explain the limitations of each
In utilizing AR apps for education, the researchers summarized visualization.
the actions a teacher could take in facilitating an interactive
engagement classroom. The teacher should always pay attention to all the physical details
of the visualizations, and have a foresight as to how the students
4.5.1 Lesson preparation may end up getting confused, or may develop misconceptions.
The researchers propose that in order for AR integrated lessons to These details include physical limitations, oversimplification,
be successful, significant preparation on the part of the teacher is deletion of important physical aspects, or even other visual details
necessary. The preparation of the teacher requires that he/she such as texture and color of simulations.
finds an appropriate mobile app, one that is (ideally) free and
makes room for personalization, customization and easy-to- 5. CONCLUSIONS
understand interface. Augmented Reality in education strengthens the opportunity for
teacher and student interactions. Findings of this work shows that
Findings from this work also suggest that the teacher plan as well AR apps are useful in initiating an interactive classroom, hence,
the part that the AR app will play in the implementation of the
we label it as a useful tool for interactive student engagement.
lesson. It is suggested that the app be initially used to capture the
interest, serve as motivation or sample visualization of the lesson. The use of AR technology poses benefits to teaching
Beyond that, the AR may not be very useful anymore. More implementation in terms of providing innovation as a visual aid
teacher innovation is needed when promoting conceptual for teaching and learning and that it is also a technology that is
development, deepening of the topic, and addressing other higher relatively easy to understand. It provides a three-dimensional
order thinking skills. visualization, a simulation of a phenomenon that is superimposed
in real environments, providing a crossover between virtual reality
Although it was not done in this paper, the researchers suggest and reality. It does however poses actual challenges to pedagogy
that AR be used as well for the purposes of formative assessment.
in terms of designing appropriate lessons that do not cause
4.5.2 Improving student learning attitudes misconceptions due to oversimplification of visualizations, one
Student learning attitudes can be helped by AR integration by that also provides a more in-depth approach to understanding
letting them develop a deeper appreciation of Chemistry as a lessons (e.g chemical bonding). There is also a need for more free
subject. AR integration may give an impression to the students resources to make it more available to many, and app developers
that the subject is fun and that even though there are challenging for education with constant updating.
topics, all can be simplified when one can easily visualize the Students reported generally positive learning attitudes about
behavior of atoms and molecules. science after experiencing augmented reality. They discussed how
This paper suggests that AR should be integrated in Science Chemistry can be made much friendlier and how lessons can
classes when the topic may appear to be abstract and difficult for much better be taught and learned in the classroom through
the students. Students have reported that AR does make the lesson effective visualization of ideas. Students reported as well that
a little more interesting that just reading from texts and solving augmented reality in general does not offer anything new or novel.
problems. Generally, the researchers see a bright future for the use of
Students also reported that they are able to realize how “real” augmented reality applications in teaching. It is a young
atoms and molecules are, allowing them to have a mental image technology that has great potential to serve as alternatives to bulky
of what is going on when atoms and molecules inside and outside and expensive teaching visual aids. Currently it simply suffers due
their body interact with each other. to the lack of attention that it is receiving but the researchers are
hopeful that over time its merits will be known more into the
4.5.3 AR as a supplementary visualization educational profession and its issues will be addressed and
Students reported that they were given an opportunity to wrap improved upon. Our outlook on the future of AR in education is
their minds on the phenomenon of atomic bonding. The images bright as we hope that other members of the concerned society
used in the AR app were three-dimensional simulations which such as co-teachers, parents, and especially the students will
were superimposed in real images as seen live in the camera of cooperate to embrace this technology as well.
tablet devices. This idea suggests that AR apps can serve as
substitute to actual objectives when the lesson demands that the 6. ACKNOWLEDGMENTS
students be given a chance to develop or gain a mental map or We express our gratitude to St. Scholastica’s College, Manila, our
image of physical surfaces, paying attention to details of shape or home institution, for giving us the opportunity and the resources
texture. This work also suggests the use of AR apps as visual aids to undertake this research endeavor.
for other sciences such as Biology, Physics and Earth Science.
These other disciplines demand different sets of competencies to
which augmented reality can be utilized as well.

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