A Cognitive Load Approach to Molecular Geometries

Augmented Reality Technology and Visuospatial Abilities in Chemistry

Bibliographic Data

ID22045951
AuthorsConor Desmond Kenneally (0009-0002-9273-7992, The University of Adelaide), Brendan Bentley (0000-0003-4375-3080, The University of Adelaide)
Year2024
Volume14
Issue9
Pages1036
Publication date2024-09-23
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14091036
OpenAlexW4402731419
LanguageEN
Citations received3
References cited60

Within chemistry education, methods for effectively teaching students the three-dimensional spatial arrangements of matter at the molecular level remains a topical issue. As a form of geometric problem solving, it requires learners to apply mental rotation abilities as an evolved visuospatial skill to obtain subject-specific content knowledge. Recent research into the use of Cognitive Load Theory (CLT) as a framework for instructional design in conjunction with augmented reality (AR) technology as a learning tool has begun to show promise in reducing unnecessary cognitive activity to improve learning. Yet, broader conclusions remain inconclusive, especially within the context of a learner’s mental rotation abilities. This study investigated the relationship between these factors by collecting data using a 2 × 3 experimental design that divided a sample of Year 10 students (n = 42) into two groups. The intervention group (n = 24) used mobile devices utilising AR technology with instructional 3D molecular geometry content featuring design principles based on CLT to encourage hand movements to rotate three-dimensional molecular structures. The non-AR-based control group (n = 18) was taught using traditional methods. Analysis of the data revealed participants using AR technology that featured CLT design principles experienced less cognitive load and improved achievement in post-testing compared to those taught using traditional methods, suggesting under certain conditions, the use of hand movement applied to AR design material improves learning

Augmented reality · Cognition · Cognitive Load · Cognitive psychology · Human–computer interaction · Mathematics education · Multimedia · Spatial Ability · Augmented Reality Applications · Chemistry · Computer Science · Mobile Learning in Education · Neuroscience · Psychology · Spatial Cognition and Navigation

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Open DOIOpen Access