---
_id: '37613'
abstract:
- lang: eng
  text: <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>
article_number: '9'
author:
- first_name: Hendrik
  full_name: Peeters, Hendrik
  id: '49942'
  last_name: Peeters
  orcid: https://orcid.org/ 0000-0002-7143-3781
- first_name: Sebastian
  full_name: Habig, Sebastian
  last_name: Habig
- first_name: Sabine
  full_name: Fechner, Sabine
  id: '54823'
  last_name: Fechner
  orcid: 0000-0001-5645-5870
citation:
  ama: Peeters H, Habig S, Fechner S. Does augmented reality help to understand chemical
    phenomena during hands-on experiments?–Implications for cognitive load and learning.
    <i>Multimodal Technologies and Interaction</i>. 2023;7(2). doi:<a href="https://doi.org/10.3390/mti7020009">10.3390/mti7020009</a>
  apa: Peeters, H., Habig, S., &#38; Fechner, S. (2023). Does augmented reality help
    to understand chemical phenomena during hands-on experiments?–Implications for
    cognitive load and learning. <i>Multimodal Technologies and Interaction</i>, <i>7</i>(2),
    Article 9. <a href="https://doi.org/10.3390/mti7020009">https://doi.org/10.3390/mti7020009</a>
  bibtex: '@article{Peeters_Habig_Fechner_2023, title={Does augmented reality help
    to understand chemical phenomena during hands-on experiments?–Implications for
    cognitive load and learning}, volume={7}, DOI={<a href="https://doi.org/10.3390/mti7020009">10.3390/mti7020009</a>},
    number={29}, journal={Multimodal Technologies and Interaction}, publisher={MDPI
    AG}, author={Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}, year={2023}
    }'
  chicago: Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “Does Augmented
    Reality Help to Understand Chemical Phenomena during Hands-on Experiments?–Implications
    for Cognitive Load and Learning.” <i>Multimodal Technologies and Interaction</i>
    7, no. 2 (2023). <a href="https://doi.org/10.3390/mti7020009">https://doi.org/10.3390/mti7020009</a>.
  ieee: 'H. Peeters, S. Habig, and S. Fechner, “Does augmented reality help to understand
    chemical phenomena during hands-on experiments?–Implications for cognitive load
    and learning,” <i>Multimodal Technologies and Interaction</i>, vol. 7, no. 2,
    Art. no. 9, 2023, doi: <a href="https://doi.org/10.3390/mti7020009">10.3390/mti7020009</a>.'
  mla: Peeters, Hendrik, et al. “Does Augmented Reality Help to Understand Chemical
    Phenomena during Hands-on Experiments?–Implications for Cognitive Load and Learning.”
    <i>Multimodal Technologies and Interaction</i>, vol. 7, no. 2, 9, MDPI AG, 2023,
    doi:<a href="https://doi.org/10.3390/mti7020009">10.3390/mti7020009</a>.
  short: H. Peeters, S. Habig, S. Fechner, Multimodal Technologies and Interaction
    7 (2023).
date_created: 2023-01-19T15:02:21Z
date_updated: 2025-12-11T13:36:33Z
department:
- _id: '386'
- _id: '33'
doi: 10.3390/mti7020009
intvolume: '         7'
issue: '2'
keyword:
- augmented reality
- chemistry education
- models
- experiment
- cognitive load
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.mdpi.com/2414-4088/7/2/9
oa: '1'
publication: Multimodal Technologies and Interaction
publication_identifier:
  issn:
  - 2414-4088
publication_status: published
publisher: MDPI AG
quality_controlled: '1'
status: public
title: Does augmented reality help to understand chemical phenomena during hands-on
  experiments?–Implications for cognitive load and learning
type: journal_article
user_id: '54823'
volume: 7
year: '2023'
...