@inproceedings{58924,
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Actes des XIIIe Rencontres scientifiques de l’ARDIST}},
  editor       = {{Munier, Valérie and Bächtold, Manuel}},
  location     = {{Montpellier}},
  pages        = {{48--55}},
  title        = {{{Influence de l'utilisation de la réalité augmentée lors des expériences chimiques sur la connexion des niveaux de représentation dans les explications des élèves}}},
  year         = {{2025}},
}

@inproceedings{62920,
  author       = {{Fox, Marvin Lee and Peeters, Hendrik and Fechner, Sabine}},
  booktitle    = {{GDCP Jahrestagung}},
  keywords     = {{Artificial intelligence, education, chemistry}},
  location     = {{Frankfurt}},
  title        = {{{KI-Einsatz durch Lernende im Erkenntnisgewinnungsprozess - ein Review}}},
  year         = {{2025}},
}

@inproceedings{62921,
  author       = {{Fox, Marvin Lee and Peeters, Hendrik and Fechner, Sabine}},
  booktitle    = {{Conference of The European Science Education Research Association (ESERA)}},
  keywords     = {{Artificial intelligence, education, chemistry}},
  location     = {{Copenhagen, Denmark}},
  title        = {{{How can students be supported by ChatGPT as a tutor in hands-on chemistry education?}}},
  year         = {{2025}},
}

@inproceedings{62934,
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik e.V. (GDCP)}},
  location     = {{Frankfurt am Main}},
  title        = {{{Prompting bei AR-gestütztem Experimentieren im Chemieunterricht}}},
  year         = {{2025}},
}

@article{60194,
  author       = {{Peeters, Hendrik and Hansel, Jan-Luca and Graute, André and Fischer, Matthias and Weinberger, Christian and Neiske, Iris and Fechner, Sabine}},
  journal      = {{Laborpraxis}},
  number       = {{5-6}},
  pages        = {{22--25}},
  title        = {{{Virtual Reality trifft Künstliche Intelligenz. KI unterstützt bei virtueller Praktikumsvorbereitung}}},
  year         = {{2025}},
}

@inbook{57769,
  author       = {{Peeters, Hendrik and Graute, André and Hansel, Jan-Luca and Fischer, Matthias and Fechner, Sabine}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt - Zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franziska and Schulze, Johanna and Niemann, Jan}},
  pages        = {{241--252}},
  publisher    = {{Waxmann}},
  title        = {{{VirtuChemLab - Ein VR-Unterstützungsformat zur Vorbereitung auf das reale Chemielabor}}},
  doi          = {{https://www.waxmann.com/shop/download?tx_p2waxmann_download%5Baction%5D=download&tx_p2waxmann_download%5Bbuchnr%5D=4837&tx_p2waxmann_download%5Bcontroller%5D=Zeitschrift&cHash=8a25fe58c1166ed639ec8ef14076a936}},
  volume       = {{1}},
  year         = {{2024}},
}

@article{37613,
  abstract     = {{<jats:p>Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.</jats:p>}},
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  issn         = {{2414-4088}},
  journal      = {{Multimodal Technologies and Interaction}},
  keywords     = {{augmented reality, chemistry education, models, experiment, cognitive load}},
  number       = {{2}},
  publisher    = {{MDPI AG}},
  title        = {{{Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning}}},
  doi          = {{10.3390/mti7020009}},
  volume       = {{7}},
  year         = {{2023}},
}

@inproceedings{33224,
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen}},
  editor       = {{Habig, Sebastian and van Vorst, Helena}},
  keywords     = {{augmented reality, modelle, digitale Medien}},
  pages        = {{788--791}},
  title        = {{{Einbettung von Augmented Reality in den Experimentierprozess}}},
  volume       = {{42}},
  year         = {{2022}},
}

@inproceedings{23758,
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}},
  editor       = {{Habig, Sebastian}},
  keywords     = {{digitale Medien}},
  pages        = {{613--616}},
  title        = {{{Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung}}},
  volume       = {{41}},
  year         = {{2021}},
}