---
_id: '67277'
abstract:
- lang: eng
  text: '  Augmented Reality (AR) enables the presentation of models at the submicroscopic
    level during chemical hands-on experiments and may thus support learners in connecting
    macroscopic observations, submicroscopic processes, and symbolic representations.
    Such connections are essential for understanding chemical phenomena, yet many
    students struggle to establish them, leading to fragmented or purely descriptive
    explanations. However, little is known about how AR influences the structure and
    quality of learner-generated explanations during experimentation. In this quasi-experimental
    pre-post study, three conditions were compared in grade 11 chemistry classes:
    AR, animation, and filmstrip. Students (N = 104) worked in pairs on two acid-base
    experiments and created explanatory screencasts, which were analyzed in two complementary
    ways: network analysis was used to examine transitions between representational
    levels, while a separate holistic coding scheme was applied to assess overall
    explanatory quality. Across both experiments, students in the AR group integrated
    submicroscopic entities into their explanations more frequently than students
    in the other groups. However, this increased integration was not consistently
    associated with higher explanatory quality. The findings suggest that AR can foster
    representational integration, but that explicit scaffolding might be necessary
    to translate this into high-quality causal explanations.'
article_type: original
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. The influence of augmented reality on learner-generated
    explanations during chemical hands-on experiments. <i>Journal of Science Education
    and Technology</i>. Published online 2026. doi:<a href="https://doi.org/10.1007/s10956-026-10354-0">10.1007/s10956-026-10354-0</a>
  apa: Peeters, H., Habig, S., &#38; Fechner, S. (2026). The influence of augmented
    reality on learner-generated explanations during chemical hands-on experiments.
    <i>Journal of Science Education and Technology</i>. <a href="https://doi.org/10.1007/s10956-026-10354-0">https://doi.org/10.1007/s10956-026-10354-0</a>
  bibtex: '@article{Peeters_Habig_Fechner_2026, title={The influence of augmented
    reality on learner-generated explanations during chemical hands-on experiments},
    DOI={<a href="https://doi.org/10.1007/s10956-026-10354-0">10.1007/s10956-026-10354-0</a>},
    journal={Journal of Science Education and Technology}, publisher={Springer Science
    and Business Media LLC}, author={Peeters, Hendrik and Habig, Sebastian and Fechner,
    Sabine}, year={2026} }'
  chicago: Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “The Influence of
    Augmented Reality on Learner-Generated Explanations during Chemical Hands-on Experiments.”
    <i>Journal of Science Education and Technology</i>, 2026. <a href="https://doi.org/10.1007/s10956-026-10354-0">https://doi.org/10.1007/s10956-026-10354-0</a>.
  ieee: 'H. Peeters, S. Habig, and S. Fechner, “The influence of augmented reality
    on learner-generated explanations during chemical hands-on experiments,” <i>Journal
    of Science Education and Technology</i>, 2026, doi: <a href="https://doi.org/10.1007/s10956-026-10354-0">10.1007/s10956-026-10354-0</a>.'
  mla: Peeters, Hendrik, et al. “The Influence of Augmented Reality on Learner-Generated
    Explanations during Chemical Hands-on Experiments.” <i>Journal of Science Education
    and Technology</i>, Springer Science and Business Media LLC, 2026, doi:<a href="https://doi.org/10.1007/s10956-026-10354-0">10.1007/s10956-026-10354-0</a>.
  short: H. Peeters, S. Habig, S. Fechner, Journal of Science Education and Technology
    (2026).
date_created: 2026-09-29T07:20:07Z
date_updated: 2026-09-29T16:00:26Z
department:
- _id: '386'
doi: 10.1007/s10956-026-10354-0
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://link.springer.com/article/10.1007/s10956-026-10354-0
oa: '1'
publication: Journal of Science Education and Technology
publication_identifier:
  issn:
  - 1059-0145
  - 1573-1839
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: The influence of augmented reality on learner-generated explanations during
  chemical hands-on experiments
type: journal_article
user_id: '54823'
year: '2026'
...