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(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>","short":"H. Peeters, S. Habig, S. Fechner, Multimodal Technologies and Interaction 7 (2023).","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} }","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>.","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>","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>.","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>."},"publication_identifier":{"issn":["2414-4088"]},"publication_status":"published","keyword":["augmented reality","chemistry education","models","experiment","cognitive load"],"language":[{"iso":"eng"}],"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>"}],"publication":"Multimodal Technologies and Interaction","title":"Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning","publisher":"MDPI AG","date_created":"2023-01-19T15:02:21Z","year":"2023","quality_controlled":"1","issue":"2"},{"publication":"Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen","type":"conference","editor":[{"last_name":"Habig","full_name":"Habig, Sebastian","first_name":"Sebastian"},{"first_name":"Helena","full_name":"van Vorst, Helena","last_name":"van Vorst"}],"status":"public","_id":"33224","department":[{"_id":"386"},{"_id":"33"}],"user_id":"54823","keyword":["augmented reality","modelle","digitale Medien"],"language":[{"iso":"ger"}],"year":"2022","page":"788-791","intvolume":"        42","citation":{"ama":"Peeters H, Habig S, Fechner S. Einbettung von Augmented Reality in den Experimentierprozess. In: Habig S, van Vorst H, eds. <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i>. Vol 42. ; 2022:788-791.","chicago":"Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “Einbettung von Augmented Reality in den Experimentierprozess.” In <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i>, edited by Sebastian Habig and Helena van Vorst, 42:788–91, 2022.","ieee":"H. Peeters, S. Habig, and S. Fechner, “Einbettung von Augmented Reality in den Experimentierprozess,” in <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i>, 2022, vol. 42, pp. 788–791.","apa":"Peeters, H., Habig, S., &#38; Fechner, S. (2022). Einbettung von Augmented Reality in den Experimentierprozess. In S. Habig &#38; H. van Vorst (Eds.), <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i> (Vol. 42, pp. 788–791).","mla":"Peeters, Hendrik, et al. “Einbettung von Augmented Reality in den Experimentierprozess.” <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i>, edited by Sebastian Habig and Helena van Vorst, vol. 42, 2022, pp. 788–91.","short":"H. Peeters, S. Habig, S. Fechner, in: S. Habig, H. van Vorst (Eds.), Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen, 2022, pp. 788–791.","bibtex":"@inproceedings{Peeters_Habig_Fechner_2022, title={Einbettung von Augmented Reality in den Experimentierprozess}, volume={42}, booktitle={Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen}, author={Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}, editor={Habig, Sebastian and van Vorst, Helena}, year={2022}, pages={788–791} }"},"oa":"1","date_updated":"2025-12-11T13:37:30Z","volume":42,"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","last_name":"Fechner","orcid":"0000-0001-5645-5870","id":"54823","full_name":"Fechner, Sabine"}],"date_created":"2022-08-29T14:12:09Z","title":"Einbettung von Augmented Reality in den Experimentierprozess","main_file_link":[{"open_access":"1","url":"https://www.gdcp-ev.de/wp-content/tb2022/TB2022_788_Peeters.pdf"}]},{"status":"public","editor":[{"first_name":"Sebastian","last_name":"Habig","full_name":"Habig, Sebastian"}],"publication":"Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?","type":"conference","language":[{"iso":"ger"}],"keyword":["digitale Medien"],"department":[{"_id":"386"},{"_id":"33"}],"user_id":"54823","_id":"23758","page":"613-616","intvolume":"        41","citation":{"chicago":"Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung.” In <i>Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?</i>, edited by Sebastian Habig, 41:613–16, 2021.","ieee":"H. Peeters, S. Habig, and S. Fechner, “Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung,” in <i>Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?</i>, 2021, vol. 41, pp. 613–616.","ama":"Peeters H, Habig S, Fechner S. Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung. In: Habig S, ed. <i>Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?</i>. Vol 41. ; 2021:613-616.","apa":"Peeters, H., Habig, S., &#38; Fechner, S. (2021). Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung. In S. Habig (Ed.), <i>Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?</i> (Vol. 41, pp. 613–616).","short":"H. Peeters, S. Habig, S. Fechner, in: S. Habig (Ed.), Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?, 2021, pp. 613–616.","mla":"Peeters, Hendrik, et al. “Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung.” <i>Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?</i>, edited by Sebastian Habig, vol. 41, 2021, pp. 613–16.","bibtex":"@inproceedings{Peeters_Habig_Fechner_2021, title={Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung}, volume={41}, booktitle={Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}, author={Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}, editor={Habig, Sebastian}, year={2021}, pages={613–616} }"},"year":"2021","main_file_link":[{"open_access":"1","url":"https://www.gdcp-ev.de/wp-content/tb2021/TB2021_613_Peeters.pdf"}],"title":"Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung","volume":41,"author":[{"first_name":"Hendrik","id":"49942","full_name":"Peeters, Hendrik","last_name":"Peeters","orcid":"https://orcid.org/ 0000-0002-7143-3781"},{"full_name":"Habig, Sebastian","last_name":"Habig","first_name":"Sebastian"},{"first_name":"Sabine","last_name":"Fechner","orcid":"0000-0001-5645-5870","full_name":"Fechner, Sabine","id":"54823"}],"date_created":"2021-09-03T12:52:28Z","oa":"1","date_updated":"2025-12-11T13:39:13Z"}]