Investigating Correlation between Students' Attitude toward Chemistry and Perception toward Augmented Reality, and Gender Effect

Abstract

Augmented Reality (AR) is currently recognized as instructional innovation by the way of combining both the real- and virtual world presented via mobile device. In this combination, it benefits student learning by providing contextualized situation and visualizing the complex or invisible scientific phenomena. In this study, a series of AR on chemistry of rate of reaction has been developed and the researchers propose to use the AR as pedagogical tool for facilitating high school students’ learning on the chemistry topic. The objective of this study was to examine correlation between gender and students’ perception, and their attitude toward chemistry and perception also. 90 tenth-grade students were recruited to interact with the AR in groups. The 25-item attitude questionnaire regarding interest in chemistry lesson, understanding and learning chemistry, the importance of chemistry in real life, and chemistry and occupational choice, was administered to the students as pretest and a series of perceptual items regarding perceived learning, perceived ease of use, flow, perceived usefulness, enjoyment, and perceive satisfaction was administered as posttest, before and after interacting with the AR respectively. The results showed that there was no significant correlation between attitudes toward chemistry and perception toward the AR. In additions, there was also no significant correlation between genders and their perceptions toward the AR. This implied that it is possible to use AR to facilitate chemistry learning of rate of reaction disregarding students’ attitudes toward chemistry and gender.