Interactive Learning with iPads and Augmented Reality: A Sustainability-Oriented Approach to Teaching Plastics Chemistry

Sabrina Syskowski (), Chantal Lathwesen, Nikolai Maurer, Antje Siol, Ingo Eilks and Johannes Huwer
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Sabrina Syskowski: Chair of Science Education, Department of Chemistry, University of Konstanz, 78464 Konstanz, Germany
Chantal Lathwesen: Chair of Science Education, Department of Chemistry, University of Konstanz, 78464 Konstanz, Germany
Nikolai Maurer: Chair of Science Education, Department of Chemistry, University of Konstanz, 78464 Konstanz, Germany
Antje Siol: Department of Biology and Chemistry, Institute for Science Education (IDN)—Chemistry Education, University of Bremen, 28334 Bremen, Germany
Ingo Eilks: Department of Biology and Chemistry, Institute for Science Education (IDN)—Chemistry Education, University of Bremen, 28334 Bremen, Germany
Johannes Huwer: Chair of Science Education, Department of Chemistry, University of Konstanz, 78464 Konstanz, Germany

Sustainability, 2024, vol. 16, issue 8, 1-16

Abstract: As the use of handheld devices continues to proliferate in both private and educational sectors, critical questions emerge concerning the end-of-life management of materials and strategies to curtail waste generation. Augmented reality (AR) technology presents novel avenues for engaging students in science education. This paper presents a novel didactic methodology through a tablet-based, digitally enriched learning scenario that focuses on the properties, synthesis, substitution, and recycling of plastics, particularly in the context of iPads. The scenario utilizes AR technology to provide new perspectives on plastics’ chemistry, fostering interest and understanding. Additionally, the present study employs quantitative methods to investigate the impact on situational interest and understanding concerning learning with iPads and learning about plastics used in iPads on students. The analysis also includes an examination of attitudes toward learning experiences based on AR. A total of 65 secondary students participated in the study. The findings contribute to the ongoing debate on context-based learning and its impact on students’ interest and engagement in science education.

Keywords: chemistry education; augmented reality; plastics; learning; interest (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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