Abstract
Augmented Reality (AR) and its use in science education are getting more attention as the technology develops. It has been proven that the current affordances of this technology enable learners to interact with knowledge as never before. For example, visualizing invisible phenomena, training with unsafe situations, or improving spatial skills. Previous studies have extensively listed AR’s advantages for learners; however, how students interact with the technology is a less explored perspective. In this study, we investigated how students with different expertise in the laboratory interact with MAR Lab, a mobile augmented reality application for teaching titration to students. Furthermore, by analysing the log data of their actions using process mining, future improvements were proposed.
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This project has received funding from the European Union’s EU Framework Program for Research and Innovation Horizon 2020 under Grant Agreement 812716.
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Domínguez Alfaro, J.L., Van Puyvelde, P. (2023). Analysis of the Learning Experience in a Chemical AR Application Using Process Mining. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_73
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DOI: https://doi.org/10.1007/978-3-031-26876-2_73
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