The Effects of Mixed-Reality Laboratories on High School Students’ Conceptual Understanding of Gas Laws

• In Event: Learning Environments Inside and Outside the Science Classroom

Abstract

Physical laboratories in science classrooms provide rich contexts and multi-sensory experiences for students, but often fail in showing underlying science concepts clearly. Virtual laboratories help focus students’ attention on targeted concepts through visual, interactive simulations, but often students fail to connect virtual experiences to the real world. Combining the unique affordances of these two types of laboratories into a single mixed-reality learning experience holds promise for helping students develop integrated understanding of complex science concepts. This study investigates the impacts of mixed-reality laboratories on high school chemistry students’ conceptual understanding of gas laws and underlying molecular explanations. Preliminary results show advantages of the mixed-reality laboratories over traditional instruction.

Authors

• Jie Chao, University of Virginia

• Jennifer L. Chiu, University of Virginia

• Edward Pan, University of Virginia

• Crystal J. DeJaegher, University of Notre Dame

• Edmund Hazzard, Concord Consortium

• Charles Xie, Concord Consortium