Encouraging Chemistry Learning Through an Augmented Reality Magic Game

• Published in: Human-Computer Interaction - INTERACT 2021 Vol. 12934; no. Part III; pp. 12 - 21
• Main Authors: Sousa, Ana Margarida, Romão, Teresa
• Format: Book Chapter Conference Proceeding
• Language: English
• Published: Switzerland Springer International Publishing AG 2021; Springer International Publishing
• Series: Lecture Notes in Computer Science
• Subjects: Augmented reality; Chemistry education; Climate change; Computer Science; Learning; Mobile game; Storytelling; Tangible interfaces; Learning; Climate change; Chemistry education; Storytelling; Mobile game; Augmented reality; Tangible interfaces
• ISBN: 9783030856120; 3030856127
• ISSN: 0302-9743; 1611-3349
• DOI: 10.1007/978-3-030-85613-7_2

Chemistry is often labelled as a difficult subject, which challenges come mostly from topics that require abstract thinking, leading to a negative attitude by the learners. Studies show that augmented reality (AR) is potentially useful for education purposes, particularly in the representation of abstract concepts by depicting them through virtual objects. This paper presents an AR educational mobile game, named “Magic Elements”, targeting children from 9 to 12 years old. The game was designed to promote a positive attitude towards chemistry, teaching children basic concepts while creating climate change awareness. As climate change is having a profound impact on Earth and urgent actions need to be taken, the game also addresses this topic relating chemistry with the real world and promoting sustainable habits among children from an early age. Tangibles and storytelling are explored to engage and sensitize children. Our findings show a positive outcome, as well as a considerable increase in the acquired chemistry knowledge and awareness towards climate change.