Development of augmented reality as a learning tool to improve student ability in comprehending chemical properties of the elements

2.1 Participants

Twenty-two students of the Chemistry Education Department at a state university in Aceh, Indonesia, were involved in the testing of this app. A purposive sampling technique was used to select criteria for research subjects. Purposive sampling is a technique of determining the subject with specific considerations. The inclusion criteria: (1) respondents have taken the Basic Chemistry I course, (2) Being a first-year student undertaking 2nd semester, and (3) Android users (Table 1).

2.2 Research instruments

This study used five scale Likert questionnaires to obtain need analysis data, students’ responses, and usability assessment. Ten multiple choice questions were used to evaluate students’ ability in comprehending the properties of IA group of elements. The data is presented as mean with standard deviations. The usability score was calculated using the rules where for odd statements (1, 3, 5, 7 and 9), we subtracted 1 (User score-1), while for the even number statements (2, 4, 6, 8 and 10), we subtracted from 5 (5-user score). The final score is multiplied by 2.5 as the following equation:

All questions/responses collected from the respondents were checked for individual item reliability using the Cronbach alpha test, and the results are given in Table 2.

2.3 Data analysis

The data obtained from need analysis, student response, and SUS were descriptively analyzed using Microsoft excel (MS. Office 2019), while the N-Gain was statistically analyzed using SPSS v.25.

2.4 Development tools

The Android app as an APK extension was developed using Unity, the supporting software including Canva (marker production), BlenderTM (3D objects preparation), and Vuforia (Database) a free platform provided by PTC, https://developer.vuforia.com.

2.5 App validity assessment

The application was validated by two expert practitioners from different educational institutions, who fill out a questionnaire consisting of 18 items covering five assessment aspects: content validity, language adequacy, presentation quality, graphics, and AR elements. The assessment was conducted using a 5-point Likert scale.

3.1 Need analysis of AR app

Need analysis was conducted to acquire users’ (in this context, students) expectations for the AR app to be developed for chemistry learning. Ten items were used to investigate student expectations in terms of app usefulness in learning chemistry, mobile and online learning environments, and the ease of use of the app. The data is presented as mean and standard deviation. The result of need analysis is depicted in Table 4 and Figure 1.

Figure 1:

Students’ expectations of the platform and the topic of interest for AR app development.

Table 4 illustrates the respondents’ perspectives regarding the development of the AR app for chemistry learning. Most users agree that the app should be useful in learning chemistry as well as in e-learning and mobile learning environments. The users also expected that the AR app should help students visualize and comprehend the abstract concept of chemistry (mean = 4.64). Furthermore, students also expect that the app should benefit both students and teachers as a learning tool that can be easily operated on their devices. The findings of this study reveal the widespread agreement among respondents regarding the need for AR in chemistry learning. The potential of AR to engage students, clarify complex concepts, and address the limitations of traditional online learning resources is indeed in great demand. The enthusiast of most respondents with AR technology suggests that educators and instructional designers can capitalize on this positive attitude to create engaging AR-based learning materials that enhance chemistry education in online settings. However, it is essential to acknowledge the subset of students yet to explore AR and ensure they receive adequate support and training to benefit entirely from its integration into the curriculum.

Since students involved in the research might own different devices, we also investigated the platform preferred by students and their topic of interest so we could narrow the purpose and the trajectory of app development. The platforms and the topics chosen by respondents are depicted in Figure 1.

Based on the need analysis results (Figure 1), majority of respondents (40 %) have chosen Android as an AR application development platform. Android is an open-source platform widely used worldwide compared to other platforms such as iOS, Windows, and MacOS (Nazar et al., 2022). The Android open-source operating system makes it easy for developers to develop the app and enables them to customize and modify the app according to user needs. Moreover, it can run on a wide selection of hardware specifications. The Android system is also easy to understand and can be repaired easily in case of system crashes (Liu & Yu, 2011). Moreover, Android is a relatively fast, responsive, and compatible platform with various electronic devices (Nachiketa et al., 2013).

When asked about specific topics that should be used in the desired AR app, the topic of periodic properties of the elements and the molecule’s shape is favored by the vast majority of the respondents. 28 % of respondents preferred the topic of periodical properties of the element, while a quarter of respondents preferred the molecular shape topic. The two chosen topics were suitable to be integrated into the AR app due to the content of abstract concepts but remarkably suited to the characteristics of AR. Therefore, the topic of the periodic properties of the elements was selected as the content of the AR app.

3.2 App design and development

At this stage, we designed the app according to the analysis stage. The marker-based app was developed for Android devices. The marker for each element of the IA group (H, Li, Na, K, Rb, Cs, Fr) was designed using Canva. The 3D objects augmented on the smartphone screen were prepared using Blender™ software. The images of markers were first uploaded to Vuforia as a database platform, and the dataset was then linked to Unity to generate the APK extension file. The development framework of the AR is depicted in Figure 2.

Figure 2:

AR development framework.

Figure 2 shows the diagram underlying the creation of an AR application. Generally, an AR application can run on a device with camera features for video input and output. In addition, a device must have a compass feature (magnetometer, GPS, gyroscope, and accelerometer for positioning and orientation of data captured from the real world or sensors (markers). When the camera device receives data from the real world, the data is displayed on the device’s screen. Then, after the image is captured, the virtual content and real-world data are processed by processing units such as Unity to produce immersive reality with mixed video output. This mixed video display will appear overlapping between markers and 3D virtual content. This 3D virtual content is intended to clarify or improve the visualization of an object that is difficult to understand if it appears as 2D image or flat object. That is why this technology is called AR.

Figure 3 shows the lifecycle of the AR SPU system. There are three main menus of the app: the user can start the AR, look up the material integrated into the app, or exit the app. In addition, the users should also explore the guidelines for using the app, download the app marker stored on Google Drive, which can be downloaded anytime and anywhere but requires internet access, and view the developers’ profiles. All those menu items can be found in the up-right corner of the app (Figure 4). By adding markers and supporting information, users are intuitively driven to download the markers anytime and view the additional information, including the user manual and developers’ profiles. In addition, the user interface (UI) was designed to be simple and smooth so the users could use the system quickly, even without any guidance from the developer.

Figure 3:

AR SPU app life cycle.

Figure 4:

AR SPU app screenshots.

For some reasons, the UI is crucial in AR app development because a well-designed UI enhances the overall user experience. AR apps typically involve overlaying digital content onto the real world, and a good UI ensures the seamlessness, intuition, and enjoyful user experience (Ali et al., 2014). It involves designing user-friendly controls, straightforward navigation, and visually appealing elements that make it easy for users to understand and interact with the augmented environment. AR apps also often involve complex interactions and gestures to manipulate virtual objects or navigate the AR space (Billinghurst, 2021). A well-designed UI guides users in performing these interactions, providing clear instructions and visual cues that help users understand how to engage with the app’s features without requiring extensive tutorials or instructions (Ahmad Faudzi et al., 2023).

A good UI maintains consistency in visual elements, color schemes, typography, and overall branding (Bevan, 2011; Lauesen & Musgrove, 2005; Nielsen & Molich, 1990; Tsai & Huang, 2018). Smooth and good UI provides a cohesive and familiar user experience, allowing users to recognize and associate the app with its brand identity quickly. Consistency in UI design also helps users develop a sense of familiarity and comfort while using the app (Georgiev et al., 2015; Kalimullah & Sushmitha, 2017). Therefore, UI design in AR app development is vital for providing a smooth and immersive user experience, guiding users in their interactions, presenting contextual information effectively, simplifying navigation, and maintaining brand consistency. A well-executed UI enhances user engagement and satisfaction (Chin et al., 1988), leading to the overall success of the AR app.

Figure 4 shows screenshot images showcasing the AR-SPU app running on an Android device. The screenshots specifically display the alkaline group of elements from the periodic table. Unlike the traditional view of elements in the periodic table, the app offers a more comprehensive experience by providing additional information, including atomic 3D models, chemical properties, and physical properties of the elements within the alkaline group. The actual app provides animation of the atomic model of each element displayed onto the marker.

The app aims to enhance students’ engagement, motivation, and academic performance in learning chemistry, but the actual focus is the students’ performance in comprehending the periodic properties of IA group elements. The 3D models allow users to visualize the atomic structures of the elements, promoting a deeper understanding of their composition and arrangement. Furthermore, the access to chemical properties such as valence electrons or reactivity provides valuable insights into the behavior and characteristics of these elements. Additionally, the display of physical properties like melting point, boiling point, and density further enriches the learning experience by highlighting the unique properties of each element within the alkaline group. Inserting interactive and informative content in the AR-SPU app captivates students’ interest and encourages active participation in chemistry education. By offering a more dynamic and engaging approach to learning, the app has the potential to foster a deeper understanding and appreciation of the alkaline group elements, ultimately enhancing students’ overall learning outcomes in the field of chemistry (Altay, 2017).

Furthermore, incorporating 3D objects into an educational mobile app like AR-SPU that we built would provide significant advantages in the learning process. One of the key benefits is the improved visualization it offers. 3D objects would also help students with a more realistic and immersive learning experience compared to traditional two-dimensional images or textual descriptions. This heightened visualization allows for a deeper understanding of complex concepts, as students can observe objects from different angles, manipulate them, and comprehend their physical characteristics and spatial relationships more effectively (Broadhead et al., 2018; Jung et al., 2019; Taljaard, 2016).

Moreover, 3D object involvement in educational apps promotes an active and engaging learning process. A hands-on approach is fostered by allowing students to interact with the objects, such as rotating, zooming, and exploring their components (Sannikov et al., 2015). This interactivity stimulates curiosity, encourages exploration, and enhances student motivation and engagement in the learning process. Many practitioners, teachers, and developers have extensively studied the 3D objects incorporated through AR due to the abovementioned advantages (Cai et al., 2014; Fakhrudin et al., 2018; Macariu et al., 2020; Tsai & Huang, 2018).

An additional advantage lies in the contextualization of abstract concepts. 3D objects enable students to bridge the gap between theoretical knowledge and real-world applications (Ortiz & Gortari, 2018). Through manipulating and examining virtual objects, students can better understand how the acquired knowledge relates to practical scenarios. This connection to real-world contexts enhances comprehension and underscores the significance and relevance of the learned material (Bacca et al., 2014). Furthermore, AR app with 3D objects promotes unconventional learning experience for students. Using 3D objects also facilitates the development of spatial understanding (Saidin et al., 2015) as various disciplines, such as biology, chemistry, and geography, rely on comprehending spatial relationships and structures (Jung et al., 2019; Rahmawati et al., 2021).

Moreover, incorporating 3D objects in educational apps enables multisensory learning experiences (Broadhead et al., 2018). Students engage multiple senses by combining visual representation with audio, animations, or supplementary information, reinforcing the learning process. Explanations provided through audio, visual demonstrations, or accompanying textual information would enhance comprehension and aid information retention. The integration of 3D objects also allows for personalized learning experiences. Students can navigate the objects at their own pace, focus on areas of interest, and investigate deeper into specific aspects. This customization accommodates different learning preferences and individual needs, promoting a more tailored and practical learning journey.

3.3 App validation

Prior to implementation, the app was validated twice via expert judgement to ensure the content validity, practicality and language adequacy. The app underwent minor revision implementing the suggestions from validators so that the app can be used by students smoothly in the implementation stage. The score of validity after revision was recorded as depicted in Figure 5.

Figure 5:

Validity score of AR SPU app.

3.4 Implementation and evaluation

The implementation session was conducted outside of regular class hours because the students involved in this research had already taken the Basic Chemistry 1 course, and the material on the periodic table system of elements had been covered previously (as per the inclusion criteria), as outlined in the methodology section. At the beginning of the session, students completed a pretest for 20 min. Subsequently, they have the opportunity to study the material on Group IA elements of the periodic table system using AR SPU application for approximately 30 min on an individual basis. The utilization of the AR application was permitted by the instructor, although the instructor was not directly involved in this research. Following the usage of the application, students were asked to complete a post-test. Both the pretest and post-test were administered through the online platform Quizizz. Upon completion of the tests, students filled out a questionnaire regarding their responses to the application and the SUS questionnaire.

Since the implementation was conducted during off-class session, the students have not interacted directly with instructor. However, they were guided by the researcher in utilizing the app, and they have an opportunity to interact individually with the app and learning materials. The students also able to interact with each other during app trial as depicted in Figure 6.

Figure 6:

Students are utilizing the AR SPU app.

3.5 Student performance

The AR app. is expected to assist students in learning the concepts of the periodic properties of group 1A elements. Therefore, to determine the extent of the influence of using the AR SPU application on students’ ability to understand the material, a written test (multiple choice) was conducted. Students were allowed to take a pretest before using the app and take a post-test upon the use of the app. Ten questions about the IA primary group elements and their periodic properties were used to investigate how much the app could help students to comprehend the targeted concept by comparing their scores of pre-test and post-test. The test results show significant increase in the post-test score with N-Gain score of 44.1 which is categorized as a medium criterion.

Table 5 shows the scores of both pre-test and post-test taken by respondents. The average score of the post-test has significantly increased after the students use the AR-SPU app as a learning aid. Furthermore, all participated students have gained more significant post-test score compared to their pretest score (Figure 7). This test results clarifies the positive impact of using AR app to the student ability in comprehending the properties of element.

Figure 7:

Comparative graph of student pre-test and post-test result.

In this study, the test questions used to assess students’ understanding of periodic properties were based on four indicators (as shown in Table 3). According to the results of the students’ post-test answers, the indicator of electron configuration (3 items) was most frequently answered incorrectly by students, particularly in questions that provides atom diagrams with specific electron configurations. While for other three indicators the students show much advanced performance. The contextual characteristics of AR, as portrayed through augmentation, may contribute to students’ improved achievement by elucidating complex systems more effectively.

The N-Gain analysis, revealing a significant score of 44.1, illustrates the substantial improvement in students’ comprehension following the utilization of the AR application. This metric compares the difference between pretest and posttest scores relative to the maximum possible improvement, indicating that students achieved approximately 44.1 % of the maximum potential enhancement in understanding the periodic table concept, particularly focusing on Group 1A elements. Such a high N-Gain score emphasizes the effectiveness of the AR application as a pedagogical tool, demonstrating its capacity to facilitate deeper learning and retention of complex scientific concepts. Overall, these findings underscore the valuable role of innovative technologies like AR in enhancing educational outcomes and fostering more engaging learning experiences for students.

3.6 App evaluation

After the implementation of the app, we have also conducted the evaluation of the app through usability test and student response questionnaire. The SUS questionnaire was used to explore the usability of the app due to its effectiveness and reliability. Moreover, for deeper consent, the students were also asked to evaluate the app and express their feeling about the app for 5 different criteria (Table 5).

Figure 8 shows the SUS score of the system compared to the scale recommended by Bangor et al. (2008). The system scored 84.5 (SD ± 11.1). According to the scale, the system of AR SPU is considered “excellent” (adjective ratings), “acceptable” (acceptable ranges), or grade B according to the grade scale. SUS scores determine how easy the app or a system is when used by users; the more significant the score, the better the interface and the system’s usability. SUS is a measurement tool used to measure the usability level of a system created by John Brooke in 1996 (Brooke, 1996). The SUS can measure the usability of various products such as hardware, software, mobile apps, and websites. The questions in the SUS questionnaire need to be arranged sequentially to ensure its reliability (Bangor et al., 2009). Many researchers frequently use the SUS questionnaire for its ease of use, suitability for small research samples with accurate results, and validity in determining whether the system can be used properly. In short, SUS is a brief quiz that only requires a few resources to administer, a cheap, fast, but reliable instrument to measure the usability of a system (Nazar et al., 2022).

Figure 8:

SUS score recorded from users (N = 22, mean = 84.8, SD ± 11.1).

However, to accommodate the feelings and the experience of the users, we developed an independent questionnaire aimed at exploring the opinion of students towards five subscales, including app attractiveness, ease of use, app impact on the student’s motivation, and engagement, app suitability with the desired topic, and the quality of markers used in this system. The result is depicted in Table 6.

The app was attractive and exciting as a modern instructional media. User experience is an important aspect to consider when someone develops instructional media. User experience (UX) is defined as “people’s perceptions and responses that are obtained from their experience of using a product, system or service” (Martins et al., 2015). The UX includes all aspects of users’ attitudes, emotions, perceptions, preferences, physical/psychological responses, and behaviors that occur before, during, and after use. The UX also considers three essential factors that influence user experience, including system, user, and the context of use (Huang et al., 2019).

Furthermore, the system was straightforward, with an ease-of-use score obtained from 22 respondents reaching 91.4 %. Ease of use is a crucial point of the usability concept. “Usability comprises all UX elements relating to how easily users can discover content, learn, and accomplish more with a design/product” (Ahmad et al., 2014). In UX design, usability is a minimum requirement for any successful product, but good usability alone does not guarantee market success. The users must be able to interact efficiently and effectively with the instructional media, especially in chemistry learning, since chemistry concepts are usually not very interesting for most students (Macariu et al., 2020; Nazar et al., 2018) and, most importantly, the app would not hinder students from obtaining the correct concept of chemistry.

3.7 Implication of the study

The study’s findings suggest promising implications for both education and technology integration. The development of an AR application aimed at enhancing students’ comprehension of the periodic table, with a specific focus on Group 1A elements, underscores the potential of technology to enrich science education. The high SUS score of 84.5 indicates that the AR app is user-friendly and accessible, suggesting its viability for widespread adoption in educational settings. Moreover, the positive response from students, coupled with their demonstrable improvement in posttest scores compared to pretest scores and a notable N-Gain value of 44.1, underscores the efficacy of the AR app as a pedagogical tool. These findings imply that interactive and immersive learning experiences facilitated by AR technology can significantly enhance students’ understanding and retention of complex scientific concepts. Moving forward, future research endeavors could explore the longitudinal effects of utilizing the AR app on students’ learning outcomes and knowledge retention, as well as investigate the broader applicability of similar AR interventions across various educational contexts. Such insights could inform educational practices and curriculum design, potentially revolutionizing science education by integrating innovative technologies like AR into classroom instruction.

3.8 Limitation and future possible research

This study has potential limitation including inadequate sample size, thus further set of trials with larger research sample such as involving students from different universities or schools. Furthermore, instrument test indicators and the number of items might insufficient to ensure that the test outcomes accurately reflect students’ grasp of the periodic properties of elements. Therefore, adding more indicators and the item test should overcome this limitation.