Optimization of Augmented Reality Tools for Teaching Practical Chemistry in Secondary Schools, Dutse, Jigiau State
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Background of the study
Practical chemistry education is essential for students to grasp fundamental chemical processes and reactions. In secondary schools in Dutse, Jigiau State, traditional laboratory experiments are often limited by safety concerns, cost constraints, and logistical challenges. Augmented Reality (AR) tools offer an innovative solution by overlaying digital information onto the physical environment, allowing students to visualize and interact with chemical reactions and molecular structures in a safe, simulated setting (Adeola, 2023; Ibrahim, 2024). AR can create interactive simulations where students observe reaction mechanisms, explore periodic table trends, and experiment with virtual reagents, thereby deepening their understanding of chemistry concepts. This technology also promotes active learning, enabling learners to experiment in a risk-free environment and receive immediate feedback. However, despite its potential, the optimization of AR tools for educational purposes faces challenges such as high development costs, technical limitations, and the need for teacher training. This study aims to optimize AR tools for teaching practical chemistry by evaluating their effectiveness, identifying key technical challenges, and proposing strategies to enhance user engagement and learning outcomes in secondary schools (Chinaza, 2023).
Statement of the problem
Secondary schools in Dutse, Jigiau State, often face difficulties in providing safe and effective practical chemistry experiences due to limitations in physical laboratory facilities. Traditional experiments are constrained by safety issues and resource limitations, leading to a gap in hands-on learning. Although AR tools have the potential to simulate chemical reactions and provide interactive, immersive learning experiences, their adoption is hindered by factors including high implementation costs, technical complexity, and inadequate teacher training. In addition, issues related to device compatibility and network connectivity further limit the effective use of AR in classrooms. These challenges prevent students from fully benefiting from digital practical chemistry experiments and hinder the overall improvement of chemistry education. This study seeks to evaluate and optimize the use of AR tools in teaching practical chemistry, identify technical and operational obstacles, and recommend strategies to enhance their effectiveness and sustainability (Ibrahim, 2024; Adeola, 2023).
Objectives of the study
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To evaluate the effectiveness of AR tools in teaching practical chemistry.
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To identify technical challenges and barriers to AR adoption.
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To propose strategies for optimizing AR integration in chemistry education.
Research questions
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How do AR tools improve the practical understanding of chemistry concepts?
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What are the primary technical barriers in AR implementation?
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How can teacher training and system optimization enhance AR effectiveness?
Significance of the study
This study is significant as it provides insights into optimizing AR for practical chemistry education, potentially enhancing student engagement and safety while improving learning outcomes in resource-limited secondary schools (Adeola, 2023; Ibrahim, 2024).
Scope and limitations of the study
The study is confined to AR tools in practical chemistry instruction in secondary schools in Dutse, Jigiau State. Limitations include high costs, technical challenges, and variable digital infrastructure.
Definitions of terms
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Augmented Reality (AR): Technology that overlays digital content on the physical world.
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Practical Chemistry: Hands-on learning of chemical reactions and processes.
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Simulation: The imitation of a real-world process or system in a controlled environment.
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