Augmented Reality in the Teaching and Learning Process of Chemistry: A Systematic Literature Review
Abstract
Chemistry Education has been progressively complemented by pedagogical strategies involving the use of Augmented Reality (AR) technology. In this context, a systematic literature review was carried out in order to present the particularities of this scenario, such as those related to the technological scope, target audience profile, research methods, data collection instruments, number of students involved, and duration of the instruction. Forty-nine articles were analyzed, recovered from five databases, between the years 2011 to 2020. Among the main results found is the increase number of publications in the last three years, with the target audience of the studies being generally Secondary and Tertiary Education students (97.96%). Regarding technological aspects, the mobile platform and the marker-based system were predominant. In terms of methodology, the quantitative approach prevailed, together with the use of questionnaires as instruments for data collection. As for the number of participants, the experiments reported usually involved between 31 and 100 students, who had up to 60 minutes of instruction time. The article ends by revealing gaps in current research, presenting suggestions and directions for future work.
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